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INTRODUCTION. This article describes the main findings of the first cycle of an action-research process of co-teaching developed during a school year in a public primary school. The work team has been formed by three professionals: the therapeutic pedagogy specialist (PT), the hearing and speech specialist (AL) and the tutor of a group of second grade of primary education. They designed inclusive activities to carry out in the reference group where a student with Special Educational Needs (n.e.e.) is enrolled. METHOD. Two weekly sessions of co-teaching were held, guaranteeing the participation of all students in an action-research process. Diaries of all sessions (29 in total) were kept and analysed inductively and qualitatively. RESULTS. Seventeen thematic codes were obtained, which were grouped into seven categories and four dimensions: co-teaching strategies, life in the classroom, learning strategies of n.e.e students and teachers' beliefs/relationships. DISCUSSION. The analysis showed benefits of this methodology not only for the inclusion of all students but also for the professionalisation of teachers, although difficulties were not lacking either.   &nbsp, INTRODUCCIÓN. Este artículo describe los principales hallazgos del primer ciclo de un proceso de investigación-acción sobre docencia compartida desarrollado durante un curso escolar en un centro público de primaria. El equipo de trabajo ha estado formado por tres profesionales del centro: la especialista de pedagogía terapéutica (P.T.), la especialista de audición y lenguaje (A.L.) y la tutora de un grupo de 2º de primaria, que diseñaron actividades inclusivas para realizar dentro del grupo de referencia donde se encuentra escolarizada una alumna de necesidades educativas especiales (n.e.e.). MÉTODO. Se realizaron dos sesiones semanales de docencia compartida garantizando la participación de todo el alumnado dentro de un proceso de investigación-acción. Se escribieron diarios de todas las sesiones (29 en total) que fueron analizados de forma inductiva y cualitativa. RESULTADOS. Se obtuvieron 17 códigos temáticos que fueron agrupados en 7 categorías y 4 dimensiones: estrategias de docencia compartida, vida en el aula, estrategias de aprendizaje del alumnado de n.e.e. y creencias/relaciones de las profesoras. DISCUSIÓN. El análisis mostró beneficios de esta metodología no solo para la inclusión de todo el alumnado sino también para la profesionalización de las docentes, aunque tampoco faltaron dificultades.

The study intends to allow teachers in the subject of physical education and health to make a comparison between a one-teacher system and a two-teacher system, to make visible the advantages and disadvantages in terms of equivalence and joint assessment. To be able to do that, the teachers need to have worked within the two systems that are relevant for the study. The level of education that will be studied is grades 7–9 at upper grades in compulsory school level. To create an insight into how teachers teach in the different systems, studies concerning two-teacher systems, joint assessment, and educational equity have been read. The study utilizes a thematic qualitative method with a theoretical starting point in hermeneutics where elements of an abductive approach were made via interviews with six teachers within the subject. The interviews in the study showed that there were mixed opinions about the advantages and disadvantages of the two-teacher system. According to the available research, Sweden is far behind in the research of the two-teacher system and its implementation in schools, it has emerged that the two-teacher system is relatively new in Swedish schools. Which was also demonstrated in the interviews that were conducted. The conclusion after the research and results were carried out was that a two-teacher system can increase equality in education, but that it needs to be designed in the right way with a management that knows what a two- teacher system stands for, otherwise the whole concept falls apart. That a higher quality of cooperation is required on the part of the teaching teachers for it to work in a two-teacher system, and that joint assessment is preferable regardless of whether it is a one-teacher or two-teacher system that is used in the education.

The purpose of this hermeneutic phenomenological study was to understand the lived experiences of elementary teachers in inclusion classrooms. The theory which guided this study was Bandura’s (2006) social cognitive theory as it related to the lived experiences of teacher preparedness for teaching in inclusion classrooms. Successful inclusion-setting outcomes were attributed to a teacher’s perception and attitude toward disabilities and their ability to teach them. This study was designed to answer the following central research question: What are the lived experiences of teachers regarding their preparation for teaching in elementary-level inclusion classrooms? Three sub-questions were used to understand the lived experiences that impact teacher preparedness for teaching in inclusion classrooms. A qualitative methodology was used to understand participants’ personal experiences in a natural setting. Two elementary schools in the southeastern United States served as the sites from which participants were selected. The study included 10 participants from the elementary schools. Data was collected from interviews, focus groups, and journaling. Data analysis occurred through the transcription and codification of emerging keywords with the codes becoming the themes. Four themes were identified from data analysis: (a) preparation for inclusion, (b) co-teaching experiences, (c) educational experiences, and (d) collaboration experiences. Results indicated that classroom experience most prepared participants for teaching in an inclusion classroom. Participants cited a lack of understanding of co-teaching styles as a problem in preparation for co-teaching. All participants agreed their educational experiences challenged their preparedness for teaching in inclusion classrooms. Collaboration experience had both positive and negative aspects; however, both aspects were necessary for preparation for teaching inclusion.

Tvålärarsystem är ett arbetssätt som blir vanligare i svenska skolan. Det går ut på att två klass–eller ämneslärare delar på ansvaret för eleverna och dess tillhörande planering, undervisning och bedömning. Syftet med den här studien är att bidra med kunskap om hur tvålärarsystemet kan organiseras och genomföras i svensk kontext och hur arbetssättet ur ett lärarperspektiv påverkar undervisningen och möjligheter att möta elevernas behov. Det för att fylla den kunskapslucka som saknaden av svensk forskning kring tvålärarsystemet ger. I kapitlet tidigare forskning presenteras internationell forskning om tvålärarsystemet som kallas co-teaching. Då det saknas forskning om tvålärarsystemet i ett svenskt perspektiv kommer därför även beprövad dokumenterad erfarenhet om tvålärarsystem i Sverige att presenteras. Utifrån den tidigare forskningen framkommer två bärande begrepp ”kollegialt samarbete i klassrummet” samt ”gruppering”, dessa kommer ligga som ett teoretiskt raster över studien. I metodkapitlet beskrivs studiens tillvägagångssätt, beskrivning av informanterna, analysprocessen, etiska övervägande och en metoddiskussion. I resultatkapitlet presenteras informanternas beskrivning av undervisning och vilka konsekvenser det ger upphov till. Fokus ligger på vad den läraren som inte håller i undervisningen gör. I resultatet beskrivs även hur informanterna upplever att arbetssättet påverkar eleverna samt lärarnas möjlighet att möta elevernas behov. I diskussionsavsnittet förs resonemang kring resultatet i förhållande till den tidigare forskningen och de beprövade dokumenterade erfarenheter som presenterats i studien. Slutsatser utifrån studiens resultat är att lärarna är positivt inställda och upplever det lättare att möta elevernas behov, göra anpassningar och skapa en roligare och bättre undervisning. Det framkom att respondenterna saknar bevis för att tvålärarsystemet ökar elevernas måluppfyllelse men att alla har en känsla av att måluppfyllelsen ökar eftersom de känner a

This systematic literature review focuses on co-teaching and inclusion in mathematics education. Co-teaching, in which two or more teachers share responsibility for students’ mathematical learning, can cater to students in need of special education. Through a narrative synthesis of 15 articles found through searches in 5 databases, this study investigates what characterizes coteaching and how it contributes to students’ inclusion in mathematics education. The review was conducted by identifying the focus, specifying review questions, determining studies to include, deciding on data to extract, and reporting the results. The findings show that co-teaching can contribute to spatial inclusion in mathematics education, implying that all students can be taught in the same classroom. Furthermore, co-teaching that contributes to social and didactical inclusion addresses all students’ mathematical learning if it is flexibly organized. Therefore, students struggling to gain access to mathematics and those requiring extra challenges in mathematics learning can benefit from this teaching model.

This systematic literature review focuses on co-teaching and inclusion in mathematics education. Co-teaching, in which two or more teachers share responsibility for students’ mathematical learning, can cater to students in need of special education. Through a narrative synthesis of 15 articles found through searches in 5 databases, this study investigates what characterizes coteaching and how it contributes to students’ inclusion in mathematics education. The review was conducted by identifying the focus, specifying review questions, determining studies to include, deciding on data to extract, and reporting the results. The findings show that co-teaching can contribute to spatial inclusion in mathematics education, implying that all students can be taught in the same classroom. Furthermore, co-teaching that contributes to social and didactical inclusion addresses all students’ mathematical learning if it is flexibly organized. Therefore, students struggling to gain access to mathematics and those requiring extra challenges in mathematics learning can benefit from this teaching model.

This article presents the shared teaching and research experience carried out between the Education Department of the Artium Museoa, Museum of Contemporary Art of the Basque Country and the subject Education of the Arts and Visual Culture of the Bachelor’s Degree in Primary Education of the Faculty of Education of Bilbao (UPV/EHU). After analyze theories that contemplate the need to advocate for a quality Arts Education and the relevance that the link between educational centers and art museums acquires in this path, the museum-university educational program Mano a mano is presented. In view of the museum's potential as an educational tool, this program has been designed jointly in order to contribute to improving the skills of future teachers when it comes to working in and trough art and wanting, in turn, to value the possibilities offered by collaboration with an art museum. Finally, it is verified that with this program the students of the Bachelor’s Degree in Primary Education gain confidence within the museum, increase their ability to design educational proposals through the arts and grow their interest and motivation in relation to contemporary art., En este artículo se presenta la experiencia docente e investigadora compartida llevada a cabo entre el Departamento de Educación de Artium Museoa, Museo de Arte Contemporáneo del País Vasco y la asignatura Educación en las artes y en la cultura visual del Grado en Educación Primaria de la Facultad de Educación de Bilbao (UPV/EHU). Tras analizar teorías que contemplan la necesidad de abogar por una educación artística de calidad y la relevancia que adquiere en dicho camino el vínculo entre los centros educativos y los museos de arte, se presenta el programa educativo museo-universidad Mano a mano. Ante la potencialidad del museo como herramienta educativa, este programa ha sido diseñado de manera conjunta con el fin de contribuir a la mejora de las capacidades del futuro profesorado a la hora de trabajar en y desde el arte, queriendo, a su vez, poner en valor las posibilidades que brinda la colaboración con un museo de arte. Finalmente, se constata que gracias al programa diseñado el alumnado del Grado de Educación Primaria gana confianza dentro del museo, aumenta su capacidad para plantear propuestas educativas a través de las artes y crece su interés y motivación en relación al arte contemporáneo.

Detta examensarbete grundades på en kvalitativ och empirisk studie. Målsättningen har varit att utröna vilka teorier och faktorer som kunde bidra till elevers motivation och lärande, och hur lärare verksamma i undervisningen av naturvetenskapliga ämnen ser på möjligheterna att kunna påverka denna. En annan viktig aspekt i studien kretsar kring frågeställningen om ”tvålärarskapet”; som kortfattat innebär att två lärare arbetar parallellt i klassrummet. Har lärare som arbetar enligt denna metod en möjlighet att underlätta och entusiasmera inlärningen och motivationen? Finns det eventuellt några nackdelar? Förutom kontakten med en svensk förgrundsgestalt bakom undervisningsformen; tvålärarskapet, används djupintervjuer med sammanlagt sex lärare, samt diskussioner och två mer omfattande intervjuer med elever som grund. Studien har funnit att bland de viktigaste teorierna för att främja motivationen och lärandet återfanns teorin om Tron på sin egen kapacitet, Sociala relationer, Förväntningar och värden, samt Inre motivation, yttre motivation. Tvåläraskapet kan ha ett samband med teorin om Sociala relationer vilket skulle kunna ha implikationer på dess inverkan på motivationen och lärandet., This thesis was based on a qualitative and empirical study. The objective was to discover which theories and factors could contribute to students' motivation and learning, and how teachers active in the teaching of science subjects see the possibilities of being able to influence this. A very important aspect of the study revolves around the question of "co-teaching"; which in short means that two teachers work in parallel in the classroom. Do teachers working according to this method have an opportunity to facilitate and encourage the learning and motivation? Are there any downsides? In addition to the contact with one of the most outspoken Swedish professionals behind the educational method of co-teaching, in-depth interviews with a total of six teachers are used, as well as discussions and two more extensive interviews with common students as a basis. The study has found that among the most important theories to promote motivation and learning were the theories of Self-Efficacy, Social Relations, Expectations and Values, and Intrinsic motivation, extrinsic motivation. Co-teaching may be related to the Social Relationship theory, which could have implications for its impact on motivation and learning.

This systematic literature review focuses on co-teaching and inclusion in mathematics education. Co-teaching, in which two or more teachers share responsibility for students’ mathematical learning, can cater to students in need of special education. Through a narrative synthesis of 15 articles found through searches in 5 databases, this study investigates what characterizes coteaching and how it contributes to students’ inclusion in mathematics education. The review was conducted by identifying the focus, specifying review questions, determining studies to include, deciding on data to extract, and reporting the results. The findings show that co-teaching can contribute to spatial inclusion in mathematics education, implying that all students can be taught in the same classroom. Furthermore, co-teaching that contributes to social and didactical inclusion addresses all students’ mathematical learning if it is flexibly organized. Therefore, students struggling to gain access to mathematics and those requiring extra challenges in mathematics learning can benefit from this teaching model.

Detta examensarbete grundades på en kvalitativ och empirisk studie. Målsättningen har varit att utröna vilka teorier och faktorer som kunde bidra till elevers motivation och lärande, och hur lärare verksamma i undervisningen av naturvetenskapliga ämnen ser på möjligheterna att kunna påverka denna. En annan viktig aspekt i studien kretsar kring frågeställningen om ”tvålärarskapet”; som kortfattat innebär att två lärare arbetar parallellt i klassrummet. Har lärare som arbetar enligt denna metod en möjlighet att underlätta och entusiasmera inlärningen och motivationen? Finns det eventuellt några nackdelar? Förutom kontakten med en svensk förgrundsgestalt bakom undervisningsformen; tvålärarskapet, används djupintervjuer med sammanlagt sex lärare, samt diskussioner och två mer omfattande intervjuer med elever som grund. Studien har funnit att bland de viktigaste teorierna för att främja motivationen och lärandet återfanns teorin om Tron på sin egen kapacitet, Sociala relationer, Förväntningar och värden, samt Inre motivation, yttre motivation. Tvåläraskapet kan ha ett samband med teorin om Sociala relationer vilket skulle kunna ha implikationer på dess inverkan på motivationen och lärandet., This thesis was based on a qualitative and empirical study. The objective was to discover which theories and factors could contribute to students' motivation and learning, and how teachers active in the teaching of science subjects see the possibilities of being able to influence this. A very important aspect of the study revolves around the question of "co-teaching"; which in short means that two teachers work in parallel in the classroom. Do teachers working according to this method have an opportunity to facilitate and encourage the learning and motivation? Are there any downsides? In addition to the contact with one of the most outspoken Swedish professionals behind the educational method of co-teaching, in-depth interviews with a total of six teachers are used, as well as discussions and two more extensive interviews with common students as a basis. The study has found that among the most important theories to promote motivation and learning were the theories of Self-Efficacy, Social Relations, Expectations and Values, and Intrinsic motivation, extrinsic motivation. Co-teaching may be related to the Social Relationship theory, which could have implications for its impact on motivation and learning.

Different practices of the so-called collaborative professional learning (APC) have been implemented in various educational systems, which has generated a significant improvement in teaching performance and an enrichment of student learning. However, research around this methodology must continue to explore new ways of learning among peers. Thus, the objective of this article is to explain, compare and evaluate the APC modalities put into practice in the educational systems of two countries that are world and regional leaders: China and Chile, respectively. For this, the methods of comparative education, documentary research and interpretive hermeneutics are used. Both educational systems and the implementation of the APC forms they have carried out are analyzed. These modalities are contrasted and evaluated taking sociocultural particularities as context. It is concluded that the various APC practices in China and Chile constitute important lessons to take advantage of and implement in relation to three aspects: collaborative culture, investigative culture and organizational culture., Distintas prácticas del denominado aprendizaje profesional colaborativo (APC) se han implementado en diversos sistemas educativos. Tal aplicación ha generado una mejora significativa en el desempeño docente y un enriquecimiento del aprendizaje del estudiantado. Sin embargo, la investigación en torno a esta metodología debe seguir explorando nuevas formas de aprender entre pares. Así, el objetivo del presente artículo es explicar, comparar y evaluar las modalidades del APC puestas en práctica en los sistemas educativos de dos países referentes a nivel mundial y regional: China y Chile, respectivamente. Para ello, se utilizan los métodos de la educación comparada, la investigación documental y la hermenéutica interpretativa. Se analizan ambos sistemas educativos y la implementación de las formas de APC que han realizado. Se contrastan y se evalúan dichas modalidades teniendo como contexto las particularidades socioculturales. Se concluye que las diversas prácticas del APC en China y Chile constituyen importantes lecciones por aprovechar e implementar en relación con tres aspectos: la cultura colaborativa, la cultura investigativa y la cultura organizacional.

The purpose of this qualitative case study was to discover educators’ perceptions of the challenges and benefits of collaborative teaching post-pandemic in inclusion classrooms throughout various New York public schools. The study focused on the central research question, what are the main advantages and disadvantages of collaborative teaching in inclusion classrooms post-pandemic? The theoretical framework guiding this study was the theory of self-efficacy, which examines educators' perceptions, beliefs, and confidence in their abilities to succeed co-teaching within inclusive classrooms. The design is an instrumental case study methodology, enabling a comprehensive analysis of the phenomenon under investigation. This study utilized a range of data collection methods, including interviews, surveys, and a focus group and triangulation was employed to provide a more comprehensive understanding of the research topic. Participants were selected based on a set of criteria and the study took place virtually. Triangulation was employed, utilizing data gathered from multiple methods to provide a more comprehensive understanding of the research topic. The collected data was analyzed through thematic analysis to identify commonalities and patterns within the data. The study resulted in three emerging themes including (1) challenges instructing students post-pandemic, (2) benefits of co-teaching in inclusive education, and (3) support from administration. Keywords: inclusion, collaborative teaching, special education, Every Student Succeeds Act, Individuals with Disabilities Act.

Higher education teaching abruptly changed during the COVID-19 pandemic to remote, on-line learning and teaching. The use of on-line communication software to teach became the norm and remains at many institutions. This software contains features, such as the chat, that offer teaching and learning advantages; however, potential benefits can be challenging to realise for academics used to traditional modes of lecture delivery. In most cases a solo-taught lecture designed for a physical room does not transition well to the on-line space. Co-teaching, which involves two or more academics teaching the same class, is a pedagogy that can improve engagement and satisfaction for students and academics alike. However, how co-teaching can transition to the on-line space and take full benefit of the communication software features is not well known. We recognised that some aspects of sports announcing (commentating) align with desirable qualities of co-teaching on-line. In this paper we use these features to develop a practical framework for co-teaching in the on-line space and evaluate the model in a second-year university science subject. Using data from student surveys, we found that the co-teaching model helped integrate the chat functionality into the main lecture and led to improved engagement and enjoyment of on-line classes. The model also assisted students in identifying key learning outcomes. Using the framework as a practical guide for how to incorporate co-teaching into on-line classes helps realise the benefits of contemporary communication software.

Abstrakt År 2010 blev förskolan en egen skolform, och i den senaste revideringen av förskolans läroplan, som kom 2018, ingår även undervisning i uppdraget. Denna studie undersöker ett samarbetsprojekt där studenter från den musikprofilerade förskollärarutbildningen vid Malmö universitet har fått tillfälle att bedriva musikundervisning i förskolan tillsammans med professionella musiker. Studiens syfte är att ur ett musikdidaktiskt perspektiv undersöka och analysera samundervisning mellan musiker och student. Som teoretiska resurser har Nielsens (2006) musikdidaktiska teori använts. Begrepp ur modellen co-teaching (Friend & Cook, 1995) har också använts. Empirin har samlats in genom observation av fyra musikstunder på två förskolor. Resultatet visar att studenternas och musikernas kompetenser på många sätt kompletterat varandra i samundervisningen. De olika undervisningsstunderna har innehållsligt erbjudit barnen en såväl fördjupad som varierad musikundervisning som berört flera av musikens aspekter och dimensioner.

The educational system in Pakistan is mainly dependent on traditional teaching approaches, which are often regarded as ineffective and have a poor impact on the academic performance of students. We conducted this experimental study to examine the cooperative teaching impacts on the academic performance of students studying at the higher secondary school level in tehsil Faisalabad. Collaborative learning is a valuable instructional approach where students allocate tasks among themselves, assist each other (especially those who have difficulty), offer positive and negative feedback, and work together to achieve a collective outcome. Through such collaboration, students exhibit greater engagement and academic success. In this study, we compared students' academic performance by comparing the experimental and control group students. Control groups comprised of total 40 students. A single teacher conducted academic activities with them. Whereas in the experimental group, total 40 students were taught through the cooperative teaching method. The research design of the control was a pre-test and post-test, which is representative of true experimental design, and the same was applied to the experiment in this study. The results revealed that the students in the experimental group who were taught through a cooperative teaching approach academically performed better as compared to control. This implies that cooperative teaching technique had a positive influence on the students’ academic performance. This is concluded that the cooperative teaching technique was better as compared to the conventional method of teaching. Therefore, this cooperative method of teaching should be implemented for other subjects and at other school levels.

Higher education teaching abruptly changed during the COVID-19 pandemic to remote, on-line learning and teaching. The use of on-line communication software to teach became the norm and remains at many institutions. This software contains features, such as the chat, that offer teaching and learning advantages; however, potential benefits can be challenging to realise for academics used to traditional modes of lecture delivery. In most cases a solo-taught lecture designed for a physical room does not transition well to the on-line space. Co-teaching, which involves two or more academics teaching the same class, is a pedagogy that can improve engagement and satisfaction for students and academics alike. However, how co-teaching can transition to the on-line space and take full benefit of the communication software features is not well known. We recognised that some aspects of sports announcing (commentating) align with desirable qualities of co-teaching on-line. In this paper we use these features to develop a practical framework for co-teaching in the on-line space and evaluate the model in a second-year university science subject. Using data from student surveys, we found that the co-teaching model helped integrate the chat functionality into the main lecture and led to improved engagement and enjoyment of on-line classes. The model also assisted students in identifying key learning outcomes. Using the framework as a practical guide for how to incorporate co-teaching into on-line classes helps realise the benefits of contemporary communication software.

This hermeneutic phenomenological study aimed to describe and understand the experiences of online co-teaching through the perspectives of general education and special education co-teachers at the middle school level during the COVID-19 pandemic. This study followed Bandura’s social cognitive theory, emphasizing self-efficacy and reciprocal determinism as it explains how people think, feel, motivate themselves, and behave. The study answered the following overarching research question: How do co-teachers perceive their ability to implement all-online learning during the COVID-19 pandemic? The school setting for this study is Sunny County Public Schools (pseudonym), a suburban public school district in East Georgia. The researcher used individual interviews, focus groups, and journal prompts to triangulate the data. A cross-case and thematic analysis organized the findings of the co-teachers’ descriptions into themes to analyze each perspective during the pandemic. Three themes emerged from the data: building relationships, collaborating effectively, and adapting to the virtual environment. The study provides valuable insights into the opportunities and recommendations for improving virtual co-teaching practices, with implications for school districts and co-teachers. Future research is recommended to explore further the impact of virtual co-teaching on teacher self-efficacy, collaboration, and student achievement.

The purpose of this quantitative, correlational study was to examine if the English instructional setting and special education disability predict the reading achievement of middle school students with disabilities. The findings of this study are useful in determining the effectiveness of inclusion in the English general education classroom for students with specific learning disability (SLD), attention-deficit hyperactivity disorder (ADHD), and speech and language impairment (SLI). The 116 participants of this study are middle school students enrolled in a public middle school in Georgia. All participants received special education services through the implementation of an Individual Education Plan (IEP). Archival data was used for data collection. A multiple regression analysis was used to analyze the relationships among two predictor variables and one criterion variable. The predictor variables were special education eligibility category and English instructional setting. The criterion variable was reading achievement measured by the Spring 2020 Measures of Academic Progress reading scores. The results of the study determined eligibility category and English instructional setting were not statistically significant predictors of MAP reading scores for SWDs. However, special education category was statistically significant in predicting reading RIT scores. Future research should expand the research to include general education students and SWDs who receive English instruction in the special education classroom.

This systematic literature review focuses on co-teaching and inclusion in mathematics education. Co-teaching, in which two or more teachers share responsibility for students’ mathematical learning, can cater to students in need of special education. Through a narrative synthesis of 15 articles found through searches in 5 databases, this study investigates what characterizes coteaching and how it contributes to students’ inclusion in mathematics education. The review was conducted by identifying the focus, specifying review questions, determining studies to include, deciding on data to extract, and reporting the results. The findings show that co-teaching can contribute to spatial inclusion in mathematics education, implying that all students can be taught in the same classroom. Furthermore, co-teaching that contributes to social and didactical inclusion addresses all students’ mathematical learning if it is flexibly organized. Therefore, students struggling to gain access to mathematics and those requiring extra challenges in mathematics learning can benefit from this teaching model.

This systematic literature review focuses on co-teaching and inclusion in mathematics education. Co-teaching, in which two or more teachers share responsibility for students’ mathematical learning, can cater to students in need of special education. Through a narrative synthesis of 15 articles found through searches in 5 databases, this study investigates what characterizes coteaching and how it contributes to students’ inclusion in mathematics education. The review was conducted by identifying the focus, specifying review questions, determining studies to include, deciding on data to extract, and reporting the results. The findings show that co-teaching can contribute to spatial inclusion in mathematics education, implying that all students can be taught in the same classroom. Furthermore, co-teaching that contributes to social and didactical inclusion addresses all students’ mathematical learning if it is flexibly organized. Therefore, students struggling to gain access to mathematics and those requiring extra challenges in mathematics learning can benefit from this teaching model.

The purpose of this phenomenological study was to describe co-teachers’ experiences regarding shared instructional responsibility in North Georgia secondary schools. Shared responsibility is generally defined as both teachers perceiving each other as co-equals in instructional responsibility and that neither teacher perceives the other as the subordinate or primary teacher in the co-taught classroom. The frameworks that guided this study is sociocultural theoretical framework, as developed by Vygotsky extended in recent co-teaching literature and Howlett and Nguyen, and teacher belief theory, developed by Parajes and adapted for co-teaching research by Kim and Pratt, which is supported by Bandura’s social cognitive theory. This study investigated how sharing content teaching responsibilities influence a co-teaching teams' professional relationship experience. The design of this qualitative study was hermeneutical phenomenology. Twelve to fifteen participants are necessary to ensure saturation. All participants were selected based on a set of criteria. Only secondary special education, or general education teachers that have or currently share instructional responsibilities in the co-taught classroom were included in the participant group. The participants varied in age, sex, ethnicity, grade level, and subjects taught. The setting for this study is Major City Metro School District, which is in Northwest, Georgia. Three different data collection methods were used to achieve triangulation; interviews, letters to participants amalgamated co-teacher and open-ended questionnaires. Creely's four-stage method of interpretation was used to analyze the collected data.

Tvålärarsystem är ett arbetssätt som blir vanligare i svenska skolan. Det går ut på att två klass–eller ämneslärare delar på ansvaret för eleverna och dess tillhörande planering, undervisning och bedömning. Syftet med den här studien är att bidra med kunskap om hur tvålärarsystemet kan organiseras och genomföras i svensk kontext och hur arbetssättet ur ett lärarperspektiv påverkar undervisningen och möjligheter att möta elevernas behov. Det för att fylla den kunskapslucka som saknaden av svensk forskning kring tvålärarsystemet ger. I kapitlet tidigare forskning presenteras internationell forskning om tvålärarsystemet som kallas co-teaching. Då det saknas forskning om tvålärarsystemet i ett svenskt perspektiv kommer därför även beprövad dokumenterad erfarenhet om tvålärarsystem i Sverige att presenteras. Utifrån den tidigare forskningen framkommer två bärande begrepp ”kollegialt samarbete i klassrummet” samt ”gruppering”, dessa kommer ligga som ett teoretiskt raster över studien. I metodkapitlet beskrivs studiens tillvägagångssätt, beskrivning av informanterna, analysprocessen, etiska övervägande och en metoddiskussion. I resultatkapitlet presenteras informanternas beskrivning av undervisning och vilka konsekvenser det ger upphov till. Fokus ligger på vad den läraren som inte håller i undervisningen gör. I resultatet beskrivs även hur informanterna upplever att arbetssättet påverkar eleverna samt lärarnas möjlighet att möta elevernas behov. I diskussionsavsnittet förs resonemang kring resultatet i förhållande till den tidigare forskningen och de beprövade dokumenterade erfarenheter som presenterats i studien. Slutsatser utifrån studiens resultat är att lärarna är positivt inställda och upplever det lättare att möta elevernas behov, göra anpassningar och skapa en roligare och bättre undervisning. Det framkom att respondenterna saknar bevis för att tvålärarsystemet ökar elevernas måluppfyllelse men att alla har en känsla av att måluppfyllelsen ökar eftersom de känner a

The educational system in Pakistan is mainly dependent on traditional teaching approaches, which are often regarded as ineffective and have a poor impact on the academic performance of students. We conducted this experimental study to examine the cooperative teaching impacts on the academic performance of students studying at the higher secondary school level in tehsil Faisalabad. Collaborative learning is a valuable instructional approach where students allocate tasks among themselves, assist each other (especially those who have difficulty), offer positive and negative feedback, and work together to achieve a collective outcome. Through such collaboration, students exhibit greater engagement and academic success. In this study, we compared students' academic performance by comparing the experimental and control group students. Control groups comprised of total 40 students. A single teacher conducted academic activities with them. Whereas in the experimental group, total 40 students were taught through the cooperative teaching method. The research design of the control was a pre-test and post-test, which is representative of true experimental design, and the same was applied to the experiment in this study. The results revealed that the students in the experimental group who were taught through a cooperative teaching approach academically performed better as compared to control. This implies that cooperative teaching technique had a positive influence on the students’ academic performance. This is concluded that the cooperative teaching technique was better as compared to the conventional method of teaching. Therefore, this cooperative method of teaching should be implemented for other subjects and at other school levels.

As EL learners enter middle school, often language and literacy scores tend to stagnate. This research will delve into the opportunity to have two highly trained teachers within the classroom co-teaching English language arts with a focus on language development and compare that to the experience of students leaving the classroom each day for their pull- out EL instruction. Oftentimes teachers are placed into or have the best of intentions to start co-teaching, but one professional often ends up appearing to be the aide, or assistant. True co-teaching requires a relationship in which both members feel comfortable and confident in sharing their ideas and concerns. Cook and Friend go so far as to call a co-teaching situation a “professional marriage” (Cook 1995). English Language Learners are often removed from the content class to attend small group classes with the specialist. Ideally, remaining in the classroom during the school day would cut down on lost instructional time, reduce the stigma of needing to leave for additional services, build rapport with more adults as well as classmates and, of course, improve English language proficiency. This study is driven by the researchers desire to pave the way for students to connect their heritage language to their target language as efficiently and as accurately as possible. After two decades of teaching using the pull-out and transition check-in models, the opportunity to conscientiously and deliberately develop a co-teaching model that works for ELL students led to asking this question. How do ELLs’ reading skills and language acquisition in a co-taught setting compare to that of ELLs in a pull-out setting?

The purpose of this study was to attain information on middle school students’ perspectives of co-teaching based on their experiences in co-taught classrooms. Co-teaching is a commonly used practice, generally between a special education and general education teacher, to support and meet the needs of all learners in a diverse classroom. Because inclusive classrooms are composed of students with and without disabilities, the individual expertise of general and special educators is essential in constructing a harmonious co-teaching partnership (Jurkowski & Muller, 2018; Ritter et al., 2020). According to Kirkpatrick et al. (2020), when co-teachers work together to share their knowledge and learn from each other’s areas of expertise, it creates an environment from which they are better able to support their learners and provide quality grade-level academic rigor. Despite the benefits and push for more co-taught classrooms, there is a lack of research focused on student perspectives of co-teaching. This study consisted of interviews of four middle school students who had been part of at least two co-teaching settings. Through the analysis of their answers to interview questions, the researcher identified the overarching theme that co-teaching supports students. Other positive aspects of co-teaching included the availability of teachers, multiple perspectives, shared experiences, and help in paying attention to lessons.

The purpose of this transcendental phenomenological study was to describe the lived experiences of elementary educators in a large suburban district who have engaged in the co-teaching model to support the reintegration of students with or at risk for emotional and behavioral disabilities from self-contained classrooms to the general education classroom. The theories that guided this research were the theory of planned behavior, developed and refined by Ajzen, and the attribution theory, developed by Weiner. Together, these theories support the connection between teacher factors, teacher perspectives, and predictable engagement in the behavior, such as supporting and facilitating inclusion for students with EBD. A sample of 10 participants, comprised of both general and special educators with the unique experience of supporting the inclusion of students previously served in self-contained behavior classrooms, through a reintegration process, from a large suburban school district, provided their perspectives and experiences through individual interviews, journaling, and participation in a focus group. Data were analyzed and coded by hand and underwent a process of phenomenological reduction, horizontalization, and clustering to identify themes and meanings that richly describe the experience of using the co-teaching model to include students with EBD. A triangulation of the data corroborated the identification of themes and subthemes. The results of this study revealed that teacher perspectives are evolving, they would like input on teaching practices, and they value the co-teaching model to support reintegration.

Collaborative work is one of the challenges that is installed within the Initial Teacher Education from the updates that the public policy in Chile has undergone. For this purpose, this article systematizes the results of a research project that resorted to the “pedagogical pair” device in order to promote the development of collaborative performances that contribute to the processes of teacher identity, in students who studied professional practice in the careers of Special Education and History and Geography. For this purpose, their answers were analyzed from two instruments applied at the beginning and at the end of their practice in duo, concluding that the "pedagogical couple" favors the development of collaborative identity processes, expressed in a recognition of the other as a model to follow; as an experience that expands didactic and pedagogical knowledge; and as an experience that allows generating greater security in the exercise of the profession. On the other hand, the results call for greater instances of reflectivity aimed at dismantling positions of power of regular teachers over specialist teachers, positions that constitute an obstacle to the deepening of collaborative and inclusive pedagogical practices., El trabajo colaborativo es uno de los desafíos que se instala al interior de la Formación Inicial Docente a partir de las actualizaciones que ha sufrido la política pública en Chile. Para dicho propósito, el presente artículo sistematiza los resultados de un proyecto de investigación que recurrió al dispositivo pareja pedagógica a fin de promover el desarrollo de desempeños colaborativos que tributen en los procesos de identidad docente, en estudiantes que cursaron práctica profesional en las carreras de Pedagogía en Educación Diferencial e Historia y Geografía. Para ello, se analizaron sus respuestas a partir de dos instrumentos aplicados al inicio y al final de su práctica en dupla, concluyéndose que la pareja pedagógica favorece el desarrollo de procesos identitarios de carácter colaborativo, expresados en un reconocimiento del otro como un modelo a seguir; como una experiencia que amplía el conocimiento didáctico y pedagógico, y como una experiencia que permite generar mayores seguridades en el ejercicio de la profesión. Por otra parte, los resultados reclaman mayores instancias para la reflexibilidad que se orienten a desmantelar posiciones de poder de los profesores de enseñanza regular sobre los profesores especialistas, posturas que se constituyen en obstaculizadores para la profundización de prácticas pedagógicas colaborativas e inclusivas.

In Spain, primary education teachers teaching subject matter in a foreign language through Content and Language Integrated Learning (CLIL) require new pedagogical competencies. Teaching in a second language often poses problems, as many teachers have no specific training in CLIL and often wish to gain greater self-confidence when teaching some subjects, for example, Natural Sciences, in a foreign language. In that scenario, two general objectives are proposed in this study within the framework of pre-service CLIL teacher training: to examine the impact of a co-teaching programme on the development of the pedagogical competences of pre-service English as a Foreign Language (EFL) teachers engaged in STEAM+CLIL integrated education; and 2) to study the impact of the programme on the perceived self-confidence of pre-service teachers when teaching CLIL. The results of this research involving three experimental cohorts of pre-service teachers showed an improvement in their pedagogical competencies at designing integrated STEAM+CLIL didactic units, compared to the respective control groups; and an increase in their perceived self-confidence when teaching EFL through CLIL. These results point towards an alternative pathway for primary school teacher training in a foreign language, particularly English. FUNDING INFORMATION. This research was funded by the European Commission which financed the research project STEAM Education and Foreign Language Learning in Europe - SeLFIE (2020-1-ES01-KA201-081850)., En España, la enseñanza de asignaturas en una lengua adicional a través del Aprendizaje Integrado de Contenidos y Lengua Extranjera (AICLE) en Educación Primaria requiere nuevas competencias pedagógicas por parte de docentes. Esta situación suele plantear un problema, ya que muchos no tienen una formación específica en AICLE y consideran que necesitan más autoconfianza para enseñar dichas asignaturas en una lengua adicional, por ejemplo, en Natural Science. Ante este escenario, en este estudio se plantean dos objetivos generales en el marco del profesorado AICLE en formación: 1) examinar el impacto de un programa de codocencia en el desarrollo de competencias pedagógicas de futuros maestros de inglés como lengua extranjera en educación STEAM+AICLE integrada, y 2) estudiar el impacto de este programa en la autoconfianza hacia la enseñanza AICLE generada por los futuros maestros. Los resultados obtenidos en la investigación con tres cohortes experimentales de maestros en formación muestran una mejora de sus competencias pedagógicas para diseñar propuestas didácticas STEAM+AICLE integradas, en comparación con sus respectivos grupos de control; también a un aumento de su autoconfianza en la enseñanza de inglés como lengua extranjera a través de AICLE. Estos resultados parecen mostrar una alternativa para la formación docente de maestros de Educación Primaria en lengua adicional, particularmente inglés.

My research was conducted on co-teaching and how it benefits students. Co-teaching can help maximize a student’s ability to learn. The benefits that facilitate a positive learning experience in a co-taught classroom can provide an opportunity for all students. Students with special needs are given the opportunity to acquire education and an environment that does not have any restrictions and are given the ability to learn beside their peers. If co-teaching is efficient, students with learning disabilities can gain academic growth and also attain skills to socialize with general education students. My inquiry consisted of different variations of co-teaching. Multiple models can be used by the professionals involved based on their area of knowledge and expertise. Effective co-teaching is most beneficial when teachers address the best possible teaching variation based on the specific needs of the class. Research indicated several issues that have been a concern by staff and administration in order for co-teaching to be present in today’s classroom. Cost, time, and professional development are areas of alarm that must be addressed in order for co-teaching to be effective. The results conclude that even though there is a lack of supportive evidence, school districts should consider a team approach to move away from a one teacher, one classroom system.

Free space estimation is an important problem for autonomous robot navigation. Traditional camera-based approaches train a segmentation model using an annotated dataset. The training data needs to capture the wide variety of environments and weather conditions encountered at runtime, making the annotation cost prohibitively high. In this work, we propose a novel approach for obtaining free space estimates from images taken with a single road-facing camera. We rely on a technique that generates weak free space labels without any supervision, which are then used as ground truth to train a segmentation model for free space estimation. Our work differs from prior attempts by explicitly taking label noise into account through the use of Co-Teaching. Since Co-Teaching has traditionally been investigated in classification tasks, we adapt it for segmentation and examine how its parameters affect performances in our experiments. In addition, we propose Stochastic Co-Teaching, which is a novel method to select clean samples that leads to enhanced results. We achieve an IoU of 82.6%, a Precision of 90.9%, and a Recall of 90.3%. Our best model reaches 87% of the IoU, 93% of the Precision, and 93% of the Recall of the equivalent fully-supervised baseline while using no human annotations. To the best of our knowledge, this work is the first to use Co-Teaching to train a free space segmentation model under explicit label noise. Our implementation and trained models are freely available online.

The topic of this study is inclusive strategies utilized by teachers in collaborative, co-taught K-12 classrooms. The purpose of this qualitative study was to identify inclusive practices, strategies, communication, and professional development (PD) factors in collaborative, co-taught K-12 inclusive classrooms. A gap was addressed in the literature by exploring and investigating the lived experiences of collaborative, co-teaching teams. The primary research question for this study was, what practices and strategies are implemented in collaborative, co-taught K-12 classrooms? The secondary questions were (a) What strategies do co-teaching collaborations utilize? (b) What communications/collaborations between partners were utilized? (c) What additional training/support do co-teaching partners need from administrators? A demographic survey of 48 teachers was completed, and focus groups or one-on-one interviews were conducted with nine participants from nine schools. The research site consisted of teachers from nine K-12 public schools representing varying levels: primary, middle, and secondary. Nine eligible teachers agreed to participate in a one-on-one or focus group interview paired by areas of expertise using a protocol. Criteria for participation were one or more years of experience in an inclusive, collaborative, co-taught K-12 classroom within the pre-selected rural school division in Southwest Virginia. Data on effective practices and strategies in collaborative, co-taught K-12 classrooms as perceived by teachers were analyzed. Deductive coding was used to determine common themes, similarities, differences, and patterns from the data. Eight major findings were discovered, including collaborative, co-teaching pair strategies, administrative needs, and tips for future pairs. An in-depth understanding of the perspectives of the collaborative, co-teaching pair focusing on the pair's communication, responsibilities, tasks, and expectations helped to identify strateg

The impact of co-teaching in the inclusion setting is essential to improving the academic achievement of students with disabilities. With the emergence of federal and state mandates, standards-based accountability is compelling schools to place students with disabilities in the inclusion setting to receive the same content as their nondisabled peers. This research study aimed to identify the factors impacting the effectiveness of co-teaching in the inclusion setting within K-12 schools. The research questions for this study included: What factors do co-teaching teams identify as essential for effective co-teaching? What factors do co-teachers perceive as obstacles or problems that hinder effective co-teaching? and What administrative support is needed to carry out co-teaching responsibilities effectively? The design methodology for this study was qualitative and consisted of three co-teaching teams in Virginia. Semi-structured interviews with co-teachers from model demonstration sites were used to collect data. Data analysis occurred through hand-coding of the transcribed interview questions. Model co-teaching teams identified twelve factors that impact effective co-teaching, including positive relationships, consistent behavioral expectations, defined roles and responsibilities, pairing, professional development, parity, co-teaching models, administrators' expectations, co-teaching best practices, consistent co-planning time, professional expertise, and building co-teaching capacity. The research should provide practitioners with strategies and approaches for effective co-teaching in the inclusion setting with K-12 schools.

The present work presents the analysis of a teaching experience in physics teaching carried out in a high school located in the State of Rio de Janeiro. This model aims to promote dialogue between the actors involved in training and, in this way, foster both teachers' professional development and students’ engagement. The activities were developed in the context of the Pedagogical Residency Program of the Physics Teacher Education Degree at Cefet-RJ campus Petrópolis and involved pre-service Physics teachers, in-service Physics teachers in a partner elementary school and university lecturers. Emphasis was placed on a learning situation in which the relationship between teachers and their students in a co-teaching process, which was mediated by the use of an experimental model. The results point to the potential of co-teaching to promote changes in teaching processes, through the relationships of trust and respect established between subjects involved and, at the same time, to reveal aspects of the use of experiments as mediators in the teacher-student relationship, and to produce motivational effects, participation and engagement with the activity., O presente trabalho apresenta a análise de uma experiência de codocência no ensino de física realizada numa escola de nível médio localizada na Região Serrana do Estado do Rio de Janeiro. Essa experiência visa a promover diálogos entre os atores envolvidos na formação e, desta forma, o desenvolvimento profissional dos professores e o engajamento dos alunos. As atividades se desenvolveram no contexto do Programa de Residência Pedagógica do Curso de Licenciatura em Física do Cefet-RJ campus Petrópolis e envolveu licenciandos, professores da escola da educação básica parceira e professores universitários. Foi dada ênfase a uma situação de aprendizagem na qual a relação entre os professores que co-ensinavam e seus estudantes estava mediada pela manipulação de um modelo experimental. Os resultados apontam para o potencial da codocência em promover mudanças nos processos de ensino, através das relações de confiança e respeito estabelecidas entre os sujeitos, ao mesmo tempo que revelam aspectos do uso de experimentos como mediadores na relação professor-aluno, produzindo efeitos de motivação, participação e engajamento com a atividade.

I denna studie var syftet att undersöka idrottslärares erfarenheter till ett tvålärarskap samt de effekter som det för med sig. Frågor som behandlades var hur utformningen av undervisningen såg ut men också fördelar och nackdelar med ett tvålärarskap. Vid analysen tillämpades en fenomenografisk analysmodell bestående av sju steg. Studiens empiriinsamling gjordes med hjälp av kvalitativa semistrukturerade intervjuer med idrottslärare som undervisade i tvålärarskap i årskurs 1–9 eller gymnasiet. Resultatet visade att lärarna utformade undervisningen på ett liknande sätt, där det varierade utifrån gruppens behov men också moment. Samtliga lärare försökte undervisa alla elever tillsammans. Fördelar med tvålärarskapet var utveckling av ämnet, sambedömning och ökad måluppfyllelse. Nackdelarna som belystes var ökad undervisningstid samt ökade lönekostnader. Förslag till framtida forskning är att jämföra skillnader mellan en skola med tvålärarskap och enlärarsystem men också studera om betygen förändrats i takt med tvålärarskap.

INTRODUCTION Team-teaching, also known as collaborative-teaching, co-teaching and pair-lecturing has been practiced for ages (Buckley 2000). It is generally described as a positive pedagogical practice that can both enhance learning among students and the experience of teaching among instructors (Plank 2011, 2014). While it is acknowledged that team-teaching is not simple and requires great coordination among instructors, it is presented in gleaming terms for both instructors and students alike. More recent work highlights an increased necessity for collaborative-teaching due to the growing complexity in higher education combined with dwindling resources (Minett-Smith and Davis 2020), or as a deliberate cost-saving measure (Liebel et al. 2017). Yet, little quantitative evidence can be found in the literature showing the positive efficacy of this methodology, relative to Student Evaluation Teaching (SET) measures (for exception see: Carpenter et al. 2007). Thus, this study aims to answer: 1) how prevalent is team-teaching; 2) what are the most common team compositions (number of instructors, gender, instructor status and seniority); 3) are there any significant differences in SET scores relative to differences in composition; and 4) what can we learn from the open-text feedback to help us understand, or contextualize, any quantitative differences found between solo- versus team-taught courses? DATA & METHODS To address our research questions and investigate the contours of team teaching in the Faculty of Humanities, Education and Social Sciences (FHSE) at the University of Luxembourg, we use SET data (course feedback), as an indirect measure of quality of education (Marsh 2007). We use descriptive statistics and regression analysis to examine the quantitative feedback for a total of 2908 courses collected over eight semesters (Winter semester 2015-Summer semester 2019). We compliment these results with content analysis of open-text comments that help us understand an

INTRODUCTION Team-teaching, also known as collaborative-teaching, co-teaching and pair-lecturing has been practiced for ages (Buckley 2000). It is generally described as a positive pedagogical practice that can both enhance learning among students and the experience of teaching among instructors (Plank 2011, 2014). While it is acknowledged that team-teaching is not simple and requires great coordination among instructors, it is presented in gleaming terms for both instructors and students alike. More recent work highlights an increased necessity for collaborative-teaching due to the growing complexity in higher education combined with dwindling resources (Minett-Smith and Davis 2020), or as a deliberate cost-saving measure (Liebel et al. 2017). Yet, little quantitative evidence can be found in the literature showing the positive efficacy of this methodology, relative to Student Evaluation Teaching (SET) measures (for exception see: Carpenter et al. 2007). Thus, this study aims to answer: 1) how prevalent is team-teaching; 2) what are the most common team compositions (number of instructors, gender, instructor status and seniority); 3) are there any significant differences in SET scores relative to differences in composition; and 4) what can we learn from the open-text feedback to help us understand, or contextualize, any quantitative differences found between solo- versus team-taught courses? DATA & METHODS To address our research questions and investigate the contours of team teaching in the Faculty of Humanities, Education and Social Sciences (FHSE) at the University of Luxembourg, we use SET data (course feedback), as an indirect measure of quality of education (Marsh 2007). We use descriptive statistics and regression analysis to examine the quantitative feedback for a total of 2908 courses collected over eight semesters (Winter semester 2015-Summer semester 2019). We compliment these results with content analysis of open-text comments that help us understand an

Free space estimation is an important problem for autonomous robot navigation. Traditional camera-based approaches train a segmentation model using an annotated dataset. The training data needs to capture the wide variety of environments and weather conditions encountered at runtime, making the annotation cost prohibitively high. In this work, we propose a novel approach for obtaining free space estimates from images taken with a single road-facing camera. We rely on a technique that generates weak free space labels without any supervision, which are then used as ground truth to train a segmentation model for free space estimation. Our work differs from prior attempts by explicitly taking label noise into account through the use of Co-Teaching. Since Co-Teaching has traditionally been investigated in classification tasks, we adapt it for segmentation and examine how its parameters affect performances in our experiments. In addition, we propose Stochastic Co-Teaching, which is a novel method to select clean samples that leads to enhanced results. We achieve an IoU of 82.6%, a Precision of 90.9%, and a Recall of 90.3%. Our best model reaches 87% of the IoU, 93% of the Precision, and 93% of the Recall of the equivalent fully-supervised baseline while using no human annotations. To the best of our knowledge, this work is the first to use Co-Teaching to train a free space segmentation model under explicit label noise. Our implementation and trained models are freely available online.

Syftet med den här studien har varit att belysa hur 11 lärarpar (totalt 22 lärare) i fyra svenska grundskolor i tre kommuner beskriver sina erfarenheter av de organisatoriska förutsättningar som följer med ett tvålärarsystem och hur det påverkar deras arbetsmiljö. Empirin utgörs av 11 semistrukturerade parintervjuer och tolkades med hjälp av organisationsteorin och dess fokus på effektivitet kopplat till hur lärarna organiserat sitt samarbete. Det svenska tvålärarsystemet är ett relativt nytt arbetssätt som bygger på ett nära kollegialt samarbete mellan två (eller fler) lärare, och studien visar att tvålärarsystemet skiljer sig åt både organisatoriskt och relationellt jämfört med hur en ensam lärare organiserar sina arbetsuppgifter. Resultatet visar att respondenterna anser att tvålärarsystemet bidrar till en förbättrad arbetsmiljöb åde när det kommer till arbetsbelastningen och till en mer lustfylld arbetssituation. Men de betonar även att relationen mellan lärarna är avgörande för att samarbetet överhuvudtaget ska fungera. Resultatet visar även att tvålärarsystemet bidragit till att de organisatoriska förutsättningarna ändrats för studiens lärare när deras skolor infört tvålärarsystemet som arbetssätt. Dels på grund av den ökade kostnaden som följer arbetssättet med två legitimerade lärare per klass, dels på grund av det kollegiala samarbetets arbetsfördelning som följer med arbetssättet. Resultatet kan även visa att den svenska vetenskapliga forskningen om tvålärarsystemet i stort sett är obefintlig, men att studiens resultat styrks av den internationella forskning som finns om coteaching (förebilden till det svenska tvålärarsystemet). Även internationell och nationell forskning om kollegialt samarbete samt flertalet skildringar om det svenska tvålärarsystemet styrker studiens resultat. Min slutsats av den här studien är sammanfattningsvis att utifrån lärarnas perspektiv är de rörande överens om att tvålärarsystemet är ett arbetssätt som förbättrar deras arbetsmi

Few studies exist on the impact of interdisciplinary co-teaching in Higher Music Education. The aim of the present study is to compare and analyse the findings from two pioneer interdisciplinary co-teaching studies involving music/drama and music/physics co-teaching partnerships, conducted independently in Sweden and Ireland. Elements of Vygotskian scholarship informed the theoretical framework and a reflexive and thematic analytic methodology was employed. Four themes emerged similar to those from interdisciplinary scholarship in diverse disciplines. These include: a heightened awareness of subject synergies, problem solving as a catalyst for creativity, new/deeper insights into collaboration and expanded professional identity. In conclusion, didactical implications are addressed, related to potential challenges., This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/BY/4.0/)

After an extensive career in education, this researcher has witnessed a re-imagining of the school experience for students and teachers, observing a shift from the traditional classroom to the innovative learning environment (ILE). Such socio-spatial contexts herald aspirations for sustained pedagogical innovation. This study explores professional change strategies, focussed on ILEs as teachers’ workplaces where teachers are co-located and work as a team. The theoretical foundation of this thesis is situated in complexity (Heylighen, Cilliers, & Gershenson, 2006). It recognises that navigating change in schools is not predictably causal-linear but likely to be iterative, negotiated, and abductive in nature. The research adopted a qualitative multi-methods approach. Firstly, an exploratory single case pilot project explored teacher practice change in ILEs. Next, a multiple case study focused on three schools with ILEs where teacher teams were perceived to have adapted successfully to a shared learning environment. Finally, a retrospective auto-ethnographic account narrated the researcher’s prior experiences of working with teachers in an innovative school. This study identified factors influencing the success and sustainability of workplace change, as experienced by teachers when they transition to working in ILEs. The findings have implications for teacher-teams and principals.

Few studies exist on the impact of interdisciplinary co-teaching in Higher Music Education. The aim of the present study is to compare and analyse the findings from two pioneer interdisciplinary co-teaching studies involving music/drama and music/physics co-teaching partnerships, conducted independently in Sweden and Ireland. Elements of Vygotskian scholarship informed the theoretical framework and a reflexive and thematic analytic methodology was employed. Four themes emerged similar to those from interdisciplinary scholarship in diverse disciplines. These include: a heightened awareness of subject synergies, problem solving as a catalyst for creativity, new/deeper insights into collaboration and expanded professional identity. In conclusion, didactical implications are addressed, related to potential challenges., This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/BY/4.0/)

The impact of co-teaching in the inclusion setting is essential to improving the academic achievement of students with disabilities. With the emergence of federal and state mandates, standards-based accountability is compelling schools to place students with disabilities in the inclusion setting to receive the same content as their nondisabled peers. This research study aimed to identify the factors impacting the effectiveness of co-teaching in the inclusion setting within K-12 schools. The research questions for this study included: What factors do co-teaching teams identify as essential for effective co-teaching? What factors do co-teachers perceive as obstacles or problems that hinder effective co-teaching? and What administrative support is needed to carry out co-teaching responsibilities effectively? The design methodology for this study was qualitative and consisted of three co-teaching teams in Virginia. Semi-structured interviews with co-teachers from model demonstration sites were used to collect data. Data analysis occurred through hand-coding of the transcribed interview questions. Model co-teaching teams identified twelve factors that impact effective co-teaching, including positive relationships, consistent behavioral expectations, defined roles and responsibilities, pairing, professional development, parity, co-teaching models, administrators' expectations, co-teaching best practices, consistent co-planning time, professional expertise, and building co-teaching capacity. The research should provide practitioners with strategies and approaches for effective co-teaching in the inclusion setting with K-12 schools.

The topic of this study is inclusive strategies utilized by teachers in collaborative, co-taught K-12 classrooms. The purpose of this qualitative study was to identify inclusive practices, strategies, communication, and professional development (PD) factors in collaborative, co-taught K-12 inclusive classrooms. A gap was addressed in the literature by exploring and investigating the lived experiences of collaborative, co-teaching teams. The primary research question for this study was, what practices and strategies are implemented in collaborative, co-taught K-12 classrooms? The secondary questions were (a) What strategies do co-teaching collaborations utilize? (b) What communications/collaborations between partners were utilized? (c) What additional training/support do co-teaching partners need from administrators? A demographic survey of 48 teachers was completed, and focus groups or one-on-one interviews were conducted with nine participants from nine schools. The research site consisted of teachers from nine K-12 public schools representing varying levels: primary, middle, and secondary. Nine eligible teachers agreed to participate in a one-on-one or focus group interview paired by areas of expertise using a protocol. Criteria for participation were one or more years of experience in an inclusive, collaborative, co-taught K-12 classroom within the pre-selected rural school division in Southwest Virginia. Data on effective practices and strategies in collaborative, co-taught K-12 classrooms as perceived by teachers were analyzed. Deductive coding was used to determine common themes, similarities, differences, and patterns from the data. Eight major findings were discovered, including collaborative, co-teaching pair strategies, administrative needs, and tips for future pairs. An in-depth understanding of the perspectives of the collaborative, co-teaching pair focusing on the pair's communication, responsibilities, tasks, and expectations helped to identify strateg

Studies show that higher level education basedon discipline, with a fragmented and isolatedorientation on which there must be a paradigmshift, one that articulates a formation bothvertical and horizontal that doesn’t implicatea structural innovation in the formative plans.Vera Carrasco, O. (2018).These difficulties generate a necessity toarticulate it as a whole to improve the processesof the initial formation of professors.The objective of this research is to determinethe academic impact in the initial formationof professors through collaborative,interdisciplinary work, applying an innovativeplan that includes dialog and reflection ofthe practice of teaching and the utilization ofdiversified learning strategies.The results show an increase in the levels ofparticipation, in the learning goals of studentsand a positive perception of the taught subjects., Estudios señalan, que la formación en educaciónsuperior se realiza bajo la enseñanzabasada en disciplinas, con una orientación fragmentaday aislada del conocimiento, y en la quese debe cambiar el paradigma a uno que articulela formación, tanto vertical como horizontal,y que no implica una innovación estructuralde los planes de formación (Vera Carrasco, O.,2018). Estas dificultades generan la necesidadde articular, como un todo integrado, para mejorarlos procesos de la formación inicial docente.El objetivo de este estudio es determinar elimpacto académico en la formación inicialdocente mediante el trabajo colaborativo interdisciplinario,aplicando un plan de innovaciónque incluye el diálogo y reflexión de la praxisdocente y la utilización de estrategias de aprendizajediversificadas.Los resultados evidencian un aumento enlos niveles de participación, en los logros deaprendizaje de los estudiantes y una positivapercepción de la docencia impartida.

Teaching professionalism can be considered as one of the central aspects of current trends in the field of science education. This article reviews and puts into practice some central concepts of the sociocultural theory and socioconstructivism, such as the zone of proximal development and learning communities; and puts them in dialogue with the initial teacher training at the university. Based on an interpretive and idiographic approach, we conducted a design research through the planning, implementation and evaluation of teaching and learning sequences on two didactic strategies of natural sciences, implemented with a co-teaching modality and in the context of pandemic. The findings and reflections contribute to recognize the validity of guided participation in teaching (co-teaching) during initial teacher training for a specific didactic, as a transition towards the execution of teaching practices., O profissionalismo dos professores pode ser considerado como um dos aspectos centrais das tendências atuais na educação científica. Este artigo revisa e coloca em prática conceitos centrais da teoria sociocultural e do socioconstrutivismo, tais como a zona de desenvolvimento proximal e a comunidade de aprendizagem, e os coloca em diálogo com a formação inicial de um professor de didática específica em um curso de formação de professores na universidade. Com base numa abordagem interpretativa e ideográfica, realizámos uma pesquisa baseada na planificação, implementação e avaliação de sequências de ensino e aprendizagem sobre duas estratégias didáticas das ciências naturais, implementadas com uma modalidade de co-ensino e no contexto de pandemia. As conclusões e reflexões contribuem para reconhecer a validade da participação orientada no ensino (co-ensino) durante a formação inicial de professores para uma didática específica, como uma transição para a realização de práticas de ensino., La profesionalidad docente puede considerarse como uno de los aspectos centrales de las tendencias actuales en la formación del profesorado y la didáctica. Este artículo revisa y pone en práctica conceptos centrales de la teoría sociocultural y el socioconstructivismo, como la zona de desarrollo próximo y comunidad de aprendizaje, y los pone en diálogo con la co-enseñanza como estrategia para la formación docente inicial en un profesorado universitario. Con base en un enfoque interpretativo e idiográfico, realizamos una investigación de diseño mediante la planificación, implementación y evaluación de secuencias de enseñanza y aprendizaje sobre dos estrategias didácticas de las ciencias naturales, desarrolladas con una modalidad de co-enseñanza y en el contexto de pandemia. Los hallazgos y reflexiones apuntan a reconocer la validez de la participación guiada en la docencia (co-enseñanza) durante la formación inicial del profesorado, para una didáctica específica, como transición hacia la realización de prácticas de la enseñanza.

Syftet med den här studien har varit att belysa hur 11 lärarpar (totalt 22 lärare) i fyra svenska grundskolor i tre kommuner beskriver sina erfarenheter av de organisatoriska förutsättningar som följer med ett tvålärarsystem och hur det påverkar deras arbetsmiljö. Empirin utgörs av 11 semistrukturerade parintervjuer och tolkades med hjälp av organisationsteorin och dess fokus på effektivitet kopplat till hur lärarna organiserat sitt samarbete. Det svenska tvålärarsystemet är ett relativt nytt arbetssätt som bygger på ett nära kollegialt samarbete mellan två (eller fler) lärare, och studien visar att tvålärarsystemet skiljer sig åt både organisatoriskt och relationellt jämfört med hur en ensam lärare organiserar sina arbetsuppgifter. Resultatet visar att respondenterna anser att tvålärarsystemet bidrar till en förbättrad arbetsmiljöb åde när det kommer till arbetsbelastningen och till en mer lustfylld arbetssituation. Men de betonar även att relationen mellan lärarna är avgörande för att samarbetet överhuvudtaget ska fungera. Resultatet visar även att tvålärarsystemet bidragit till att de organisatoriska förutsättningarna ändrats för studiens lärare när deras skolor infört tvålärarsystemet som arbetssätt. Dels på grund av den ökade kostnaden som följer arbetssättet med två legitimerade lärare per klass, dels på grund av det kollegiala samarbetets arbetsfördelning som följer med arbetssättet. Resultatet kan även visa att den svenska vetenskapliga forskningen om tvålärarsystemet i stort sett är obefintlig, men att studiens resultat styrks av den internationella forskning som finns om coteaching (förebilden till det svenska tvålärarsystemet). Även internationell och nationell forskning om kollegialt samarbete samt flertalet skildringar om det svenska tvålärarsystemet styrker studiens resultat. Min slutsats av den här studien är sammanfattningsvis att utifrån lärarnas perspektiv är de rörande överens om att tvålärarsystemet är ett arbetssätt som förbättrar deras arbetsmi

Federal law mandates that students with disabilities (SWDs) receive specially designed instruction (SDI), which includes the adaptation of the content, methodology, or delivery of instruction to meet SWDs’ unique needs, to ensure access to the general education curriculum (Rodgers et al., 2021; Ten Napel, 2017) within the least restrictive environment (Individuals with Disabilities Education Act, 2004). One common service delivery model for the many SWDs in the general setting education is co-teaching, wherein a content-area teacher (CAT) and a special education teacher (SET) share instructional responsibilities. The CAT and SET can use a variety of models (e.g., team teaching) to implement co-teaching. Although research showing the effectiveness of co-teaching for improving student achievement is limited (Clancy & Wexler, see Chapter 2; Murawski & Swanson, 2001), co-teaching has the potential to increase student engagement due to the defining features of certain co-teaching models that may benefit SWDs. Increasing student engagement is important as engagement is positively correlated with student outcomes, such as retaining information, graduating from high school, and pursuing postsecondary education (Finn, 1993).To better understand the extent to which different co-teaching models are implemented and which teacher (i.e., CAT or SET) leads instruction during the implementation of certain co-teaching models, it is necessary to extend previous research (e.g., Wexler et al., 2018). Additionally, given the importance of engagement and the potential relationship between co-teaching and engagement, it is necessary to explore whether specific co-teaching models are associated with higher levels of student engagement. Thus, there are two goals of the current dissertation. The first goal is to investigate the frequency of use of each co-teaching model and the extent to which each co-teacher leads instruction during the implementation of certain models. The second goal is t

Few studies exist on the impact of interdisciplinary co-teaching in Higher Music Education. The aim of the present study is to compare and analyse the findings from two pioneer interdisciplinary co-teaching studies involving music/drama and music/physics co-teaching partnerships, conducted independently in Sweden and Ireland. Elements of Vygotskian scholarship informed the theoretical framework and a reflexive and thematic analytic methodology was employed. Four themes emerged similar to those from interdisciplinary scholarship in diverse disciplines. These include: a heightened awareness of subject synergies, problem solving as a catalyst for creativity, new/deeper insights into collaboration and expanded professional identity. In conclusion, didactical implications are addressed, related to potential challenges., This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/BY/4.0/)

Few studies exist on the impact of interdisciplinary co-teaching in Higher Music Education. The aim of the present study is to compare and analyse the findings from two pioneer interdisciplinary co-teaching studies involving music/drama and music/physics co-teaching partnerships, conducted independently in Sweden and Ireland. Elements of Vygotskian scholarship informed the theoretical framework and a reflexive and thematic analytic methodology was employed. Four themes emerged similar to those from interdisciplinary scholarship in diverse disciplines. These include: a heightened awareness of subject synergies, problem solving as a catalyst for creativity, new/deeper insights into collaboration and expanded professional identity. In conclusion, didactical implications are addressed, related to potential challenges., This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/BY/4.0/)

My research was conducted on co-teaching and how it benefits students. Co-teaching can help maximize a student’s ability to learn. The benefits that facilitate a positive learning experience in a co-taught classroom can provide an opportunity for all students. Students with special needs are given the opportunity to acquire education and an environment that does not have any restrictions and are given the ability to learn beside their peers. If co-teaching is efficient, students with learning disabilities can gain academic growth and also attain skills to socialize with general education students. My inquiry consisted of different variations of co-teaching. Multiple models can be used by the professionals involved based on their area of knowledge and expertise. Effective co-teaching is most beneficial when teachers address the best possible teaching variation based on the specific needs of the class. Research indicated several issues that have been a concern by staff and administration in order for co-teaching to be present in today’s classroom. Cost, time, and professional development are areas of alarm that must be addressed in order for co-teaching to be effective. The results conclude that even though there is a lack of supportive evidence, school districts should consider a team approach to move away from a one teacher, one classroom system.