Co-teaching in non-linear projects: A contextualised model of co-teaching to support educational change

Co-teaching is regularly paired with school improvements and educational reforms, yet research does not clearly separate the challenges of co-teaching for teacher professional development, course improvement and for wider reforms. We explored how co-teaching emerged and what barriers teachers experienced as meaningful for their co-teaching after a national core curriculum reform. Two cross-sectional data sets were collected. Three qualitatively different co-teaching profiles emerged: highly collaborative, collaborative, and imbalanced co-operative co-teaching. However, teachers' experiences of the meaningful barriers varied. Finally, we propose a model of contextualised co-teaching that supports implementing and researching co-teaching as a part of second-order educational changes. (C) 2020 The Authors. Published by Elsevier Ltd.

Automated summary

Research shows that co-teaching is connected to teacher professional development, course improvement, and wider reforms, with varied experiences and challenges for teachers. Following a national core curriculum reform, three distinct co-teaching profiles emerged, highlighting the importance of understanding individual teacher barriers in meaningful co-teaching experiences.