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Introduction: The integration of digital technologies and virtual co-teaching has become a common practice in education. This was accelerated by the COVID-19 pandemic. These innovations play a key role in addressing global challenges and are a response to digital advances to which primary and secondary schools need to adaptively respond. Methods: The study used thematic analysis and a scoping review to investigate the effectiveness of virtual co-teaching in primary and secondary schools, with a focus on new digital technologies and artificial intelligence. Results: The results show that virtual co-teaching supported by the use of artificial intelligence is an effective alternative to traditional teaching methods that increases both the efficiency and flexibility of the learning process. Further research is necessary to show new possibilities and optimize the use of this method in formal education. Discussion: Pupils should be divided into smaller groups, respecting their individual needs, abilities, and speed of learning. Artificial Intelligence assistants should be involved to support teachers and pupils. Limitations: Experiments should be implemented in other subjects in primary and secondary schools. Conclusions: Virtual co-teaching has a strong potential to contribute to future innovations in education, especially when combined with artificial intelligence to enable more personalized learning. It extends the pedagogical space with a virtual component – a virtual teacher or subject matter expert. [ABSTRACT FROM AUTHOR]

The teaching method of virtual co-teaching helps the mutual sharing of new experiences and methods of pedagogues in teaching in formal education, through digital technologies. It also facilitates the involvement of practitioners in teaching, which can be a key mechanism for ensuring quality education. This article focused on comparing the effectiveness of co-teaching in two environments, face-to-face and virtual. In terms of methodology, an experiment was used, which was implemented in three independently selected schools, from which eight groups of thirty students were formed. The phenomenon measured was the level of understanding of the material taught during these lessons of history, mathematics and a foreign language. The test results of the individual groups were subsequently analyzed. From the results, we can confirm the null hypothesis based on the independent samples t-test and the Mann-Whitney U test, which indicates that there is no statistically significant difference between the test results of the two groups. However, it is essential to emphasize the added value in virtual co-teaching, which is primarily in the economic aspect and flexibility. Specifically, it is a reduction in the cost of commuting, reduced time and easy availability of experts. These results form the basis for follow-up research that can focus on improving the quality of teaching using this method. [ABSTRACT FROM AUTHOR]

This study implemented a self-study design to examine the researchers' own experiences of transferring in-person co-teaching in teacher education courses into a virtual setting during COVID-19. Multiple qualitative data including planning and reflection discussions for each co-teaching session, students' exit notes, and focus group interviews were collected and analyzed to identify the themes of the experience. Five themes emerged from the data including preparation, technology, instructional management, student engagement, and co-teaching strategies. These themes are described in ways that address how we navigated the transition of co-teaching from in-person to a synchronous virtual setting, steps we took to improve the learning experience of PSTs, and adjustments we carried forward to improve teaching and learning in an in-person co-teaching setting. Related to these themes, we share five lessons we learned about virtual co-teaching and how this experience has also impacted our co-teaching that has returned to in-person. The lessons include depth vs. breath, explicitly detailed planning, maximizing interactions with digital Active Student Response strategies, flexibility, and affordances and constraints of virtual settings for co-teaching strategies. [ABSTRACT FROM AUTHOR]

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