Although there is a nearly three-decade history of team teaching between NESTs and NNESTs in Korean public-school English-language courses, many Korean graduate-school teacher-trainees still lack awareness of and practice in team-teaching approaches. The aim of this research was to gain insight on what graduate-school trainees in a reading methodology course thought about the team-teaching approach of co-teaching. After being introduced to co-teaching (teaming), students made teams, prepared and taught a reading lesson to peers, and then completed reflective questions about the experience. Results showed that while trainees responded positively to the co-teaching approach, and would try it again if given the opportunity, they also viewed co--teaching as more of a ‘stepping stone’ to stronger solo-teaching obligations in Korea’s traditional educational system. In sum, more exposure and practice in team-teaching approaches is needed to boost trainees’ professional development opportunities at the graduate school level in Korea.
