Co-teaching as a resource for inclusive classes: teachers’ perspectives on conditions for successful collaboration

ABSTRACT

Co-teaching is a resource for inclusive classes, which includes the shared instruction of general and special education teachers. Against the background that the inclusive school system in Germany is currently developing, we investigated secondary school co-teachers’ perspectives on the conditions for successful implementation of co-teaching. We interviewed general teachers (n = 17) and special education teachers (n = 16) about their individual experiences and their ideas about good practice implementation of co-teaching. The qualitative content analysis summarised the teachers’ statements on 13 categories that refer to the educational system, the single school, or the teaching dyad. The teachers expressed their belief in the benefits from co-teaching. They stated the need for resources (time, equipment) and concepts for co-teaching and teaching in inclusive classes. The co-teachers found it necessary that principals, professionals within school, and experts from outside school develop a shared responsibility for inclusive schooling. The teachers’ statements reflect the idea of a collaborative relationship and the need for general and special education teachers to negotiate the dyad’s self-organisation and task assignments. In sum, the successful implementation of co-teaching seems to be a process of school development and professional development based on organisational structures and resources that support collaboration.

KEYWORDS:

• Co-teaching
• inclusive schooling
• professional development
• school development
• teacher collaboration

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Susanne Jurkowski

Susanne Jurkowski is Professor of Inclusive Education with a focus on Social-Emotional Development at the University of Erfurt. Before this, she was Professor of School Education with a focus on Inclusion at the University of Konstanz. Her special interests are peer learning, social skills, individualised learning support, and teacher cooperation.

Manuela Ulrich

Manuela Ulrich is a researcher at the University of Konstanz, Department of Empirical Educational Research, and member of the Binational School of Education (BiSE). She received her Master of Arts in Educational Science from the University of Koblenz-Landau. She investigates cooperation structures in an inclusive school system.

Bettina Müller

Bettina Müller works at the Competence Centre School Psychology Hesse and as school psychologist. Before this, she worked at the universities of Kassel and Würzburg in Educational Psychology and received her PhD in the field of reading improvement in primary school.