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 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.

# Education # co-teaching # teacher learning # professional learning # professional development

Anna Rytivaara, Raisa Ahtiainen, Iines Palmu, et al. (2024). "Learning to Co-Teach: A Systematic Review". Education Sciences. https://doi.org/10.3390/educsci14010113