協同教學最近幾年，被認為可以透過不同專業的老師提供有效的學習，然而，較少研究著重在中外師在同一班級的協同教學過程。本文聚焦在2022-2023那一年在一所偏鄉小學實施的傅爾布萊特計畫中師以及外籍教學助理的協同教學互動。資料蒐集來自協同教師的反省回顧。透過兩位老師的教學反思，重要事件呈現老師間如何協同以及合作。此專業實務報告發現（1）中師以及外籍教學助理因為一開始不清楚的、尚未經過協商討論的協同教師身分定位，而產生兩位老師各自存在不同的期待及認知，因此也面臨較多困難以及底層思考衝突。（2）根據學生在課堂的反應，兩位老師不斷的調整教學方式，也互相協調理解中外不同的教學環境有不同的現實面，最後慢慢建立默契和達到協同教學的核心。

Co-teaching, in which teachers with different expertise provide students with multiple learning experiences, has been popular in many Taiwanese elementary schools in recent years. However, there is little focus on the process of how a native speaker teacher and a non-native teacher cooperate in teaching the same class. This report looks into the interaction between the two co-teachers at a rural elementary under a co-teaching Fulbright program in 2022-2023. The data was collected from the reflective dialogues between co-teachers. Through the co-reflections, the critical events are illustrated to present the process of how co-teachers worked with each other. Two themes have been revealed in this report: (1) the tensions between co-teachers, including how the two co-teachers overcame the difficulties with different expectations, and the problem of unclear roles, and (2) the changes and compromises both teachers made during the process of cooperation according to students’ reactions.

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