This study examined the factors shaping co-teaching within a Finnish primary school's community. The qualitative study was conducted by teacher and principal interviews and teacher surveys. Thematic content analysis revealed five factors establishing the co-teaching practices: providing collegial support, team building, continuous professional…

The main orientations of education policy with a view to the next decade include, inter alia, promoting educational innovation and verifying it through further professional development of teaching staff and exploring the effectiveness of learning. One of the possibilities of achieving this goal is co-teaching and its forms, which are constantly…

This academic article, utilizing an analytical literature review, aimed to explore the multifaceted roles of English for Specific Purposes (ESP) practitioners. It was found that there were five key roles responsible by the practitioners: (1) teaching; (2) course designing and material providing; (3) researching; (4) collaborating; and (5)…

Although co-teaching has been identified as a potentially productive coaching activity, research has yet to explore the kinds of coach-teacher interactions that are achieved during episodes of co-teaching. This exploratory study examined the foci and depth of coach-teacher interactions (n = 243) across 10 co-taught mathematics lessons between…

Although the co-teaching service delivery model is the most commonly used service delivery model used to support co-teachers in the inclusive setting (Cook et al., 2017), research indicates that co-teachers may need support in order to increase the use of specialized instruction to meet the individual needs of students with disabilities (Scruggs…

Teacher identity construction has long been investigated within the field of English language teaching. However, little is known about how particularities and demands of co-teaching language and content in bilingual education (BE) settings may lead to teacher identity (re)construction, especially in preschool contexts. Therefore, we explored,…

Blended learning is often viewed as a teaching mode that integrates a combination of online interactive activities with face-to-face learnings. This includes a mixture of different types of teaching and learning techniques, and Information and Communication Technologies (ICT) tools. In this study, we undertook an experiment to ascertain what…

This study assessed perceived learning outcomes in a team-lecture hybrid (TLH) instructional design in six public affairs and health administration courses implemented in 2011 and 2012. A cross sectional and prospective survey design was implemented using descriptive statistics, regression analysis and qualitative analysis. Results show students…

Previous studies on co-teaching have reported how a native English-speaking (NES) teacher and a non-native English-speaking (NNS) teacher jointly instruct students in their English language classes, yet little is known about their speech behaviour in teaching interpreting as a cross-language, cross-culture task. To bridge the gap, the study…

A university-school district partnership program designed to increase recruitment and retention of science and mathematics teachers in schools identified as low performing by the school district, paired potential or novice teachers with veteran teachers in elementary or secondary schools. All participants received mentoring to build instructional…

The COVID-19 pandemic presented new challenges for educators who teach students with disabilities (SWD). Research on the experiences of SWD during the pandemic is limited, but what is known suggests that SWD access to services and supports declined during the pandemic and that steeper learning losses are likely. Pandemic interruptions may be…

Beginning special education teachers today are highly likely to be asked to co-teach with general education teachers at some point in their career. Besides supporting their students, new special education teachers may be tasked with persuading their colleagues to try out both new methods of collaboration and unfamiliar models of instructional…

The objective of this study was to determine the relationship aspect of the challenge, readiness, and the role of special education teacher (SET) in implementing common approaches in inclusive classrooms. Experiences as a moderator were used to see the effect of the co-teaching component. This study used a sampling method that involved 240…

Beninghof challenges a common misconception--that in a good co-teaching classroom, no one should be able to tell which one is the special education teacher and which is the regular classroom teacher. Co-teaching is a partnership of two teachers with different areas of expertise. Instead of just lending an extra pair of helping hands, the…

This conceptual article emerges out of a research project--including a systematic literature review and autoethnographic study--on social justice-informed co-teaching. The authors collaborated on two Faculty of Education courses at a mid-sized Canadian University to analyze their own experiences as well as research patterns in a pool of studies…