Qualitative Research on Guidance Principles and Methods of Formative Activities for Children with Severe-Multiple Disabilities (III) : Toward a Theory on Each Teacher's Role in Team Teaching

Abstract

This paper identifies each teacher's roles in team teaching in classes with formative activities in special needs schools. It analyzes field notes and interview transcriptions using ethnomethodology, a qualitative research methodology. On the basis of the results, teachers' roles were classified into three main categories, eight subordinate categories, and eleven concepts. The three categories were main teacher's role, secondary teacher's role, and teacher group's role. The results showed that the secondary teacher played a greater role than the main teacher in classes with formative activities in special needs schools. Additionally, it became clear that the teacher's group sets the atmosphere for a lesson.