The Effectiveness of Co-Teaching
The Effectiveness of Co-Teaching
Teachers’ roles have changed from being centre stage to that of a facilitator of learning processes during distance learning. It has been challenging and time-consuming, and possibly even revolutionary.
In these changing times, continuing professional development (CPD) might not be the first thing teachers have in mind, because it is seen time-consuming and teachers already have their hands full. However, CPD might have a significant role in helping teachers cope with the challenges and changes in these ambiguous circumstances. So, how can teachers grow and develop professionally while also teaching their classes?
Here co-teaching might be helpful. Co-teaching is not a new innovation. Traditionally, it is about two or more teachers teaching at the same time in the same physical space to a group of students. The teachers share the planning, organization, delivery, and assessment. The key components of co-teaching include many important aspects and there are several ways to implement it.
I would like to point out three components which affect both the students in addition to the teachers’ professional learning and joint knowledge construction in the context of co-teaching online.
Co-teaching is about good communication
Dialogue between co-teachers has been found to be central to their professional learning: co-teaching teachers develop respect for a different communication style and increase their appreciation different styles of teaching. Effective communication is an essential part of the co-teaching relationship. This includes the use of verbal, nonverbal communication, and social skills. Understanding the way your colleagues and students interact in all different channels enhances both engagement and understanding in the online classroom.
Co-teaching is about sharing
The possibility to receive and provide valuable feedback alongside a colleague is an opportunity to adopt and improve online teaching practices. Co-teaching requires active involvement of co-teachers in the task of instruction. True sharing of the work is therefore essential. The co-teachers are expected to complement each other and the key is for each co-teacher to understand that not everybody needs to know everything if learning is shared.
Co-teaching is about a high degree of comfort
According to a study, educators who had experienced co-teaching found that they were more energized and creative, were able to trust one another, and had more fun teaching. Especially when seeking for high degree comfort during transitioning from F2F to digital learning co-teaching can be seen as an effective way to build both professional relationships and to maintain individual professional development.
Writer: Finnish education expert, Dr. Kirsi Wallinheimo, University of Helsinki.
References:
Fairbanks, C. M. & LaGrone, D. 2006. Learning together: Constructing knowledge in a teacher research group. Teacher Education Quarterly 33 (3), 7–25.
Friend, M., & Cook, L. (2007). Interactions: Collaborative skills for school professionals (5th ed.). Boston, MA: Pearson Education, Inc.
Murawski, W. W., & Dieker, L. A. (2004). Tips and strategies for co-teaching at the secondary level. Teaching exceptional children,36(5), 52-59.
Rytivaara, A. & Kershner, R. 2012. Co-teaching as a context for teachers’ professional learning and joint knowledge construction. Teaching and Teacher Education 28 (7), 999–1008.
Saloviita, T. & Takala, M. 2010. Frequency of co-teaching in different teacher categories. European Journal of Special Needs Education 25 (4), 389–396.
