ABSTRACT
Amongst the various qualitative research methods applied in the wider study, this chapter focuses on one particular procedure, pair discussions prompted by video-stimulated recall, in order to provide an illustrative example of how the team teachers, as pairs, were enabled to reflect on action. Farrell provides definitions, models, and strategies of language teacher reflective practice, and argues that fostering professional development can only be realised by constant examination of their teaching beliefs and classroom practices throughout their careers. Aitani had considerable teaching experience, having taught at four schools with 13 different ALTs over the course of her 25-year teaching career. A feature of the government-sponsored Japan Exchange and Teaching (JET) programme is the pairing of local Japanese teachers of English (JTEs) with foreign assistant language teachers (ALTs) in teaching teams. Team teaching on the JET programme has therefore attracted considerable research attention in Japan, especially towards teachers' and students' perspectives of their team-taught classes.
