Quantitative Empirical evidence on the benefits of co-teaching: A Systematic Review

Abstract

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The establishment of inclusive education in recent years as the most commonly accepted educational paradigm for efficiently managing classroom diversity has led to an emerging interest in co-teaching. Co-teaching is considered a situation where two teachers work simultaneously and in a coordinated manner in a classroom, including prior planning and the evaluation of teaching-learning processes. Numerous empirical studies have addressed this issue, most from a qualitative perspective, but gradually, new studies with quantitative methodology are starting to appear. This literature review analyzes, for the first time and in-depth, the quantitative empirical studies published on co-teaching in the period from 2019 to 2024. The most widely accepted databases today (Web of Science and Scopus) were used, following the PRISMA method parameters. In total, 16 studies make up this compilation, showing a wide variety of benefits of co-teaching for teachers, and students, the efficiency of certain learning processes, the formation of positive attitudes, the development of self-confidence in teachers, and the addressing of student needs, among others. It is concluded that this field of study is in a period of transformation towards intervention, where quantitative studies are likely to increase considerably, aiming to shed light on the benefits of co-teaching and improve the effectiveness of its procedures.