This book provides insights into the professional and personal lives of local language teachers and foreign language teachers who conduct team-taught lessons together. It does this by using the Japanese context as an illustrative example. It re-explores in this context the professional experiences and personal positionings of Japanese teachers of English (JTEs) and foreign assistant language teachers (ALTs), as well as their team-teaching practices in Japan.

This edited book is innovative in that 14 original empirical studies offer a comprehensive overview of the day-to-day professional experiences and realities of these team teachers in Japan, with its focus on their cognitive, ideological, and affective components. This is a multifaceted exploration into team teachers in their gestalt—who they are to themselves and in relation to their students, colleagues, community members, and crucially to their teaching partners.

This book therefore offers several empirical and practical applications for future endeavors involving team teachers and those who engage with them—including their key stakeholders, such as researchers on them, their teacher educators, local boards of education, governments, and language learners from around the world. 

1. Introduction  Section 1 Power Balance and Lived Experiences  2. Native vs. Non-Native and Novice vs. Expert: Revisiting Power Inequality in Team Teaching  3. From JTE to Team-Teaching Researcher: Autoethnographic Reflections  4. An Autoethnography of a Long-Term ALT: Living with the Enabling and Disabling Effects of Native-Speakerism  5. From Housewives to ALTs: The "Reconfiguration" of Identity of Filipino Women Migrants in Japan  Section 2 Teacher Perceptions, Selfhood, and Feelings  6. "JTEs can Learn from ALTs": JTEs’ Beliefs about Team Teaching and How ALTs Influence JTEs’ Sense of Teacher Identity  7. Recognized Identities of ALTs: Looking through the Lens of JTEs  8. Exploring the Role of Emotion in ALTs’ Identity Construction: An Ecological Perspective  9. Correcting Different Errors with Different Identity-Bound Expertise: Successful Practices for Team Teaching  Section 3 Teacher Learning and Development  10. Teacher Learning for ALTs: Landscapes of Team Teacher Practice and Issue of Participation in Communities of Practice  11. Collaborative Professional Development in Language Teaching: Narratives from JTEs and ALTs  12. Negotiating the Expert/Novice Positions in Language Teacher Professional Development  Section 4 Team Teachers in Elementary Schools  13. Developing HRTs’ Confidence towards Team Teaching  14. Straight Talk about English from Primary School Homeroom Teachers  15.Elementary Senka/Specialized English Teachers (SETs): Finding a Place among the HRTs and ALTs  16. Conclusion