本研究旨在了解新竹市協同教學中、外籍英語教師之信念及其對實踐影響。 比較中、外籍老師們的信念及查看他們的信念是否顯現在教室行為中。
本研究採用質性研究方法選擇了一對有一年協同教學經驗的中、外籍英語教師在某新竹國小任教。在這個案研究中，資料收集有兩個月的時間，主要來源為訪談、信念問卷、觀察、文件分析。資料分析後涵蓋比較中、外師的以下信念: (1) 中、外籍教師優勢與劣勢; (2) 協同教學; (3) 英語; (4) 語言學習及學習者; (5) 句型在英文教學中的角色。
本研究以根據以上之五個議題討論結果，進一步提供相關建議，作為教育學者們及中、外籍教師們做參考。

The purpose of this study is to investigate the beliefs and practices of team teaching native English speaking teachers (NESTs) and non-native English speaking teachers (non-NESTs) in Hsin Chu City. The teachers’ beliefs are compared and contrasted, and checked to see if they are manifested in the classroom practices.
This study adopted a qualitative research method and selects a pair of NEST and non-NEST who have a year of team teaching experience in an Elementary school in Hsin Chu city. In this case study, the data collection lasted for two months, and the instruments for collecting data included interviews, beliefs inventories, classroom observations, and document analysis. The data is analyzed to present the teachers beliefs in the following areas: (1) the advantages and disadvantages of being native and non-native English teachers, (2) team teaching (3) the English language (4) language learning and learners (5) the role of sentence structures in English language teaching.
Finally, pedagogical implications and suggestions derived from previous discussions are presented mainly for policy makers and NESTs and non-NESTs.

TABLE OF CONTENT
ACKNOWLEDGEMENT i
CHINESE ABSTRACT ii
ABSTRACT iii
LIST OF TABLES vii
LIST OF FIGURES viii
CHAPTER ONE INTRODUCTION 1
1.1 Background of the Research 1
1.2 Significance of the Study 1
1.3 Definition of Terms 2
1.4 Research Questions 2
CHAPTER TWO LITERATURE REVIEW 4
2.1 Native and Non-Native English Speaking Teachers 4
2.1.1 Empirical Studies on Native and Non-Native Teachers 4
2.1.2 Strengths and Weaknesses of Each Cohort 6
2.2 Team Teaching 8
2.2.1 Nature of Team Teaching 8
2.2.2 Team Teaching in Japan and Korea 9
2.2.3 Team Teaching in Taiwan 10
2.3 Teachers’ Beliefs 12
2.3.1 Definition and Characteristics of Beliefs 12
2.3.2 Sources of Teachers’ beliefs 14
2.3.3 Function of Teachers’ Beliefs 15
2.3.4 Studies on NEST and Non-NEST Beliefs 17
2.3.5 Influence of Teachers’ Beliefs on Practices 18
2.3.6 Studies on Teachers’ Beliefs and Practices 19
2.4 Conclusion 21
CHAPTER THREE RESEARCH METHODS 22
3.1 Instruments 22
3.1.1 Classroom Observations 22
3.1.2 Semi-Structured Interviews 23
3.1.3 Beliefs Inventories 23
3.1.4 Document Collection 24
3.2 Participants and Teaching Context 25
3.2.1 Criteria of Choosing the Participants 25
3.2.2 NEST’s Background 26
3.2.3 Non-NEST’s Background 28
3.2.4 School Background 30
3.3 Procedure 30
3.3.1 Classroom Observations 30
3.3.2 Interviews 32
3.3.3 Beliefs Inventories 34
3.3.4 Document Collection 35
3.4 Data Analysis 35
CHAPTER FOUR RESULTS AND FINDINGS 37
4.1 Beliefs about the Advantages and Disadvantages of Being NESTs and non-NESTs 37
4.1.1 The Advantages of Being a NEST 37
4.1.2 The Disadvantages of Being a NEST 38
4.1.3 The Advantages of Being a Non-NEST 40
4.1.4 The Disadvantages of Being a Non-NEST 40
4.1.5 Overcoming Their Own Disadvantages 40
4.1.6 Summary of Beliefs about Native and Non-Native Issues 41
4.2 Beliefs about Team Teaching 42
4.2.1 Background information 42
4.2.2 Definition and Purpose of Team Teaching 42
4.2.3 Teachers’ Roles 43
4.2.4 Team Teaching Procedure 49
4.2.5 Out of Class Interaction 50
4.2.6 Advantages of Team Teaching 51
4.2.7 Disadvantages and Problems of Team Teaching 52
4.2.8 Experienced Teaching Models 55
4.2.9 Successful Team Teaching Components 56
4.2.10 Training Courses and Advices 59
4.2.11 Improving Own Team Teaching 60
4.2.12 Summary on Beliefs about Team Teaching 61
4.3 Beliefs about the English Language 63
4.3.1 Importance of English 63
4.3.2 The Most Important Aspects of the English Language 64
4.3.3 The Most Difficult aspects of Teaching English 68
4.3.4 Cultural Aspects of English 68
4.3.5 Summary on Beliefs about English language 69
4.4 Beliefs about Language Learning and Learners 72
4.4.1 Best Ways to Learn a Foreign Language 72
4.4.2 Homeroom Teachers as a Learning Influence 75
4.4.3 Student Aptitude and Proficiency 76
4.4.4 Common Problems Encountered by Students 78
4.4.5 Expectations of Students and Lesson Goals 80
4.4.6 Summary on Beliefs about Language Learning and Learners 81
4.5 Beliefs about the Role of Sentence Structures in English Teaching 82
4.5.1 Qualities of a Good Teacher 83
4.5.2 Lesson Planning 85
4.5.3 Teaching Approaches 89
4.5.4 Importance of Sentence Structures 92
4.5.5 Sentence Structures Activities 99
4.5.6 Teaching Grammar 104
4.5.7 Assessment 106
4.5.8 Extracurricular Activities 107
4.5.9 Teaching Difficulties 108
4.5.10 Summary on Beliefs about Language Teaching with Emphasis on Sentence Structures 109
CHAPTER FIVE CONCLUSION 113
5.1 Beliefs about the Advantages and Disadvantages of Being NESTs and non-NESTs 113
5.2 Beliefs about Team Teaching 114
5.3 Beliefs about the English Language 116
5.4 Beliefs about Language Learning and Learners 117
5.5 Beliefs about the Role of Sentence Structures in English Teaching 118
5.6 Implications of This Study 118
5.7 Limitation of This Study 121
5.8 Recommendations for Future Studies 121
5.9 Conclusion 122
REFERENCES 124
APPENDICES 131
Appendix 01: Johnson, K. (1992) Beliefs Inventory: Approaches to ESL instruction 131
Appendix 02: Horwitz’s (1987) Beliefs Inventory about Language Learning 132
Appendix 03: Interview Questions 134
Appendix 04: Syllabus 141
Appendix 05: A Sample of NEST’s Lesson Plan 142
Appendix 06: Classroom Handouts 143
Appendix 07: A Sample of English Exam (First page) 144
Appendix 08: A Sample of NESTs Training Notes 145
Appendix 09: Excerpts of Interview Transcription 146
Appendix 10: A Sample of Classroom Observations 148

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