Exploring Coteaching as a Trend in Higher Education
Date
2021
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Taylor & Francis Group
Abstract
This qualitative inquiry used the multiple case study and phenomenological designs to
explore coteaching experiences of teachers in higher educational institutions. The research
utilized the modal purposive and accidental sampling techniques to select five groups of
coteachers from five Ghanaian universities. Data obtained via in-depth group interviews and
classroom observations were analyzed using content and thematic approaches. The research
revealed that the teachers were motivated to accept coteaching responsibility because of
the belief that it was an effective practice that met students’ academic needs, and this
notion influenced their engagement in coteaching practices described as team teaching and
parallel teaching. A low level of commitment was, however, the main challenge confronting
the coteachers. The research mainly recommended the use of the two coteaching models
for global higher education but suggested that coteachers should have compatible teaching
philosophies to perhaps make them more committed to working with one another.
Description
Research Article
Keywords
Collaborative teaching, coteaching, distributed leadership theory, Ghana, higher education, instructional practice, qualitative study