Learning to Co-Teach: A Systematic Review
Research on how teachers learn to co-teach is scarce. In this systematic review, the PRISMA method was used to examine the relationship between teacher learning and co-teaching in professional development programmes. Inclusion criteria was used to identify 567 articles on K-12 co-teaching, published...
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| Main Authors: | , , , , |
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| Format: | Book |
| Published: |
MDPI AG,
2024-01-01T00:00:00Z.
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| Online Access: | Connect to this object online. |
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| Summary: | Research on how teachers learn to co-teach is scarce. In this systematic review, the PRISMA method was used to examine the relationship between teacher learning and co-teaching in professional development programmes. Inclusion criteria was used to identify 567 articles on K-12 co-teaching, published in 2009-2018. A detailed analysis of nine articles revealed that the linkage between co-teaching and teacher learning remained narrow. Various programmes showed that the existing understanding of co-teaching or teacher learning was not used efficiently. Considerable variation in the programmes regarding the concepts, methods, and practices highlight the importance of conducting future research. |
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| Item Description: | 10.3390/educsci14010113 2227-7102 |