We report findings from qualitatively analyzing audio recordings and teacher-generated products from a two-day in-person collaborative design (co-design) workshop where nine experienced high school CS teachers revised parts of an existing introductory high school program toward justice. In response to our research question of how teachers…

This qualitative study foregrounded four teacher educators' perceptions of teaching collaboratively at shared school sites over the span of two years. As we reconvened to reflect on our experiences both individually and collectively, we retrospectively examined the affordances and challenges from this shared experience. Our data collection was…

Studies into early mathematics education have reported that play, and active exploration, provide promising settings for early mathematics education (Ginsburg, 2006) as the early years is a time to engage children in a range of mathematical ideas to develop their mathematical capability (MacDonald, 2018). More recently, the Australian Association…

This qualitative inquiry used the multiple case study and phenomenological designs to explore coteaching experiences of teachers in higher educational institutions. The research utilized the modal purposive and accidental sampling techniques to select five groups of coteachers from five Ghanaian universities. Data obtained via in-depth group…

While computer science is widely recognized as crucial for all U.S. high school students, challenges persist for teachers' pedagogical, content, and culturally responsive-sustaining education. In this paper, we explore how a co-teaching model with an experienced CS instructor shaped three novice CS teachers' knowledge while implementing Advanced…

In 2016, researchers from two educator preparation programs (EPPs) in two differing states (southeast and west) chose to examine the intervention of co-teaching during student teaching that had been in place for 3 years in each of their locals. The researchers wanted to (a) identify and articulate the co-teaching model within the context of each…

This article is based on a teacher's journey over the years with her mentor. She highlights her personal and professional relationship through anecdotes and conversations. The article focuses on the year she cotaught with Vivian Gussin Paley and shares her experiences in the classroom and the lessons she learned during that year. The article…

Co-teaching has become a well-known way of working among Finnish teachers in recent years. Teachers' collaboration is becoming increasingly important in light of the rising number of diverse students in regular classes. In an ideal co-teaching context, teachers collaborate as equals, recognise and respect each other's skills and competencies, and…

This study explored the technology integration attitudes and perspectives of special education co-teachers within the United States. The sample consisted of 300 special education co-teachers working in the inclusion classroom in grades pre-kindergarten through 12th grade throughout the country. In the quantitative phase, participants completed a…

Nursing education in Haiti is in transition. This article describes the teaching/learning experiences of participants in a nursing educational project in Haiti. The project was guided by an integrative framework of the educational collaborative model, constructivism and situated learning theory. Reflections on the experiences lead to the…

Although the benefits of co-teaching are emphasised in the literature, implementing it is still problematic. Teacher training is necessary to change attitudes and encourage its use, but training alone is not enough. Opportunities to practice it must exist to appreciate the benefits for both pupils and teachers. This study focuses on pre-service…

This study examined the implementation of seven co-teaching strategies as self-reported by experienced middle and secondary mentor teachers in a large suburban school district. Seven case studies, three middle school and four high school mentor teachers, were analyzed. Findings reveal that mentor teachers supported the use of co-teaching in…

When the COVID-19 pandemic began to affect in-person schooling, teachers around the world expressed a balance of optimism for new possibilities in instruction along with trepidation at the challenges which lay ahead. Shortly after March 2020 and into the 2021 school year, even 2022 for some, remote instruction became the norm for many educators.…

The purpose of this research was to assess individual elementary teachers' science teaching efficacy utilizing a mixed-methods, exploratory, concurrent case study design and to identify factors which contribute to the growth and development of teaching efficacy of teachers at Apex Elementary School (a pseudonym). The overarching question guiding…

The constraints and demands on teachers and students, related to implementing English medium instruction (EMI), mean that teachers need to be able to reflect on their practice and make appropriate adjustments. Reflective practice generally means that EMI teachers subject their philosophy of practice, principles, theories and practices to a…