ABSTRACT
This chapter argues that the team teaching is reconceptualized so that collaboration improves by making adjustments in conventional team-teaching pedagogy. It explores the nature of team teaching, with a specific focus on Japan that gives its relatively long history in team-teaching practice and the substantial body of reports and analyses of these team-teaching experiences in the literature. In the typical current practice of team teaching, there is a restriction to the teachers in the team membership. Furthermore, there is a limit in the collaboration between the Japanese teacher of English (JTE) and the assistant language teacher (ALT) in lesson planning, teaching and lesson evaluation. The chapter proposes moving beyond conventional forms of team teaching to team learning, a more collaborative and inclusive approach to classroom language teaching and learning. To support this proposal, the author describes some team-learning patterns and present a value-centred team-learning model that promotes collaboration among the students and teachers of a learning community.
