Learning to co-teach: a systematic review

Anna Rytivaara; Raisa Ahtiainen; Iines Palmu; Henri Pesonen; Olli-Pekka Sakari Malinen

doi:10.3390/educsci14010113

Learning to co-teach: a systematic review

Anna Rytivaara, Raisa Ahtiainen, Iines Palmu, Henri Pesonen, Olli-Pekka Sakari Malinen

Research output: Contribution to journal › Review Article › peer-review

Abstract

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.

Original language	English
Journal	Education Sciences
Volume	14
Issue number	1
Number of pages	17
ISSN	2227-7102
DOIs	https://doi.org/10.3390/educsci14010113
Publication status	Published - Jan 2024
MoE publication type	A2 Review article in a scientific journal

Fields of Science

516 Educational sciences
co-teaching
teacher learning
professional learning
professional development

Access to Document

10.3390/educsci14010113Licence: CC BY

http://hdl.handle.net/10138/570319Licence: CC BY

Learning to co-teach: a systemativ review
Ahtiainen, R. (Speaker), Rytivaara, A. (Speaker) & Malinen, O.-P. S. (Speaker)
23 Sept 2022
Activity: Talk or presentation types › Oral presentation

Cite this

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title = "Learning to co-teach: a systematic review",

abstract = "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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AU - Palmu, Iines

AU - Pesonen, Henri

AU - Malinen, Olli-Pekka Sakari

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AB - 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.

KW - 516 Educational sciences

KW - co-teaching

KW - teacher learning

KW - professional learning

KW - professional development

U2 - 10.3390/educsci14010113

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M3 - Review Article

SN - 2227-7102

VL - 14

JO - Education Sciences

JF - Education Sciences

IS - 1

ER -

Learning to co-teach: a systematic review

Abstract

Fields of Science

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Activities

Learning to co-teach: a systemativ review

Cite this