Team Teachers in Japan : Beliefs, Identities, and Emotions (Paperback)

1. Introduction  Part I 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  Part II 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  Part III 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  Part IV Team Teachers in Elementary Schools  13. Developing HRTs’ Confidence toward 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