Understanding the Implication of Co-teaching in a Post-graduate Classroom

Abstract

Co-teaching has evolved rapidly as an innovative and potentially effective teaching strategy. Despite considerable enthusiasm expressed on co-teaching as a teaching strategy, the complexity of conceptualizing and studying collaboration at the post-graduate level is still at its infancy. The purpose of this research is to study the implication of co-teaching upon post-graduate students. Twenty-two full-time secondary school teachers who attended a masters’ program and the faculty members who taught them responded to surveys about their knowledge and comfort with co-teaching. Data was collected and analyzed qualitatively. The focus was to understand the perceptions of participants on co-teaching at the post-graduate level. These data was collaborated with video recording of the lessons, classroom observation by the researchers and a report written by a neutral observer for the institution. Findings indicate that co-teaching is a useful strategy for the post- graduate level despite the presence of challenges.