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Longitudinal Co-teaching Projects: Scoping Review

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Orchestration of Learning Environments in the Digital World

Part of the book series: Cognition and Exploratory Learning in the Digital Age ((CELDA))

Abstract

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 evolving. The aim of this study is to provide an overview of approaches not only to the actual implementation of co-teaching but also to the whole process of preparation in order to evaluate the experience gained in a number of researches already carried out, in the form of an overview study. An inductive thematic analysis of published articles in 2005–2020, with a predominance of attention for the period 2019 and 2020, was used in 16 databases such as ERIC, Scopus®, Complementary Index, etc. Nineteen articles were finally included in the analysis of the issues examined. Inductive thematic analysis identified six themes: (1) “co-teaching effectiveness,” (2) “problems and obstacles,” (3) “methods of and with co-teaching,” (4) “teachers’ roles and relationships,” (5) “teachers’ cooperation,” and (6) “special educational needs” (SEN). The scoping review study covers the theoretical basis of co-teaching issues, the results of research surveys or experiments on the procedures, and advantages or barriers of various co-teaching models. The study serves as a basic framework supporting the creation and application of a virtual component as a new part of the educational method of co-teaching solved by the TAČR project.

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Notes

  1. 1.

    Reference to the UKAZ system, which has access to all of the above databases: http://eds.b.ebscohost.com/eds/search/advanced?vid=7&sid=b259143b-4e01-42db-8c7c-22f94f9d499f%40pdc-v-sessmgr04

  2. 2.

    See http://mixedmethodsappraisaltoolpublic.pbworks.com/w/file/fetch/127916259/MMAT_2018_criteria-manual_2018-08-01_ENG.pdf.

  3. 3.

    Funding: This study was supported by Technology Agency of the Czech Republic (TAČR), Project No. TL03000133.

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Authors and Affiliations

  1. Charles University, Prague, Czech Republic

    Jaroslav Veteska, Martin Kursch, Zuzana Svobodova, Michaela Tureckiova & Lucie Paulovcakova

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  1. Jaroslav Veteska
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  2. Martin Kursch
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  3. Zuzana Svobodova
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  4. Michaela Tureckiova
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  5. Lucie Paulovcakova
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Corresponding author

Correspondence to Zuzana Svobodova .

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Editors and Affiliations

  1. Learning, Design and Technology, University of Mannheim, Mannheim, Germany

    Dirk Ifenthaler

  2. Information Systems & Technology Management School (ISTM), The University of New South Wales (UNSW – Sydney),, Sydney, NSW, Australia

    Pedro Isaías

  3. Department of Digital Systems, University of Piraeus, Athens, Greece

    Demetrios G. Sampson

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Veteska, J., Kursch, M., Svobodova, Z., Tureckiova, M., Paulovcakova, L. (2022). Longitudinal Co-teaching Projects: Scoping Review. In: Ifenthaler, D., Isaías, P., Sampson, D.G. (eds) Orchestration of Learning Environments in the Digital World. Cognition and Exploratory Learning in the Digital Age. Springer, Cham. https://doi.org/10.1007/978-3-030-90944-4_3

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  • DOI: https://doi.org/10.1007/978-3-030-90944-4_3

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