For teaching alone To Teach Together

Successful co-teaching to support the inclusion

Authors

• Riikka Sirkko Oulun yliopisto
• Marjatta Takala Oulun yliopisto
• Hanni Muukkonen Oulun yliopisto

DOI: https://doi.org/10.33350/ka.79918

Keywords:

co-teaching, inclusion, exclusion, primary school, secondary school

Abstract

The traditional model of teachership has primarily been based on respect for the teacher's autonomy and at the same time created a culture of working alone. In the 21st century, the teacher's work descriptions have been in change, and the expectations of the profession are contradictory. Three-step support, which started in 2010 in Finnish comprehensive schools, obliged all teachers to offer support to pupils who need it. The National Curriculum, which was taken into use in 2016, is committed to develop teaching according to inclusive principles. Inclusion can be seen as a continuum from exclusion to inclusion. However, it is not easy to make inclusion work in heterogeneous classes. One way to support pupils and promote inclusion can be co-teaching. It means that several teachers plan, execute and evaluate instruction together.  There are several benefits as well as challenges in co-teaching as a method. This study focuses on teachers’ successful experiences of co-teaching in primary and secondary school. Using content analysis, these successful experiences are compressed to three core narratives, which describe different ways to use co-teaching.  These ways are located in different places in the continuum of inclusion. Co-teaching seems to be a developing way of teaching and a way to support inclusion.