Reflective Co-teaching in primary EFL and CLIL teacher education

Abstract

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This chapter explores the contributions of co-teaching as an innovative and transversal instructional methodology in the initial teacher training of English and bilingual (English) education teachers in primary school. Co-teaching, understood as a form of collaborative teaching in which two or more instructors share responsibility for a given group of students in a subject, was implemented in the teacher training degrees of a Spanish university over five years across four different courses, and reaching 16 groups, six instructors, and 475 students. Data on the different experiences were systematically collected using questionnaires, focus groups, teacher diaries, and end-of-course exit tickets, giving rise to several peer-reviewed publications. Using techniques of qualitative research synthesis (QRS), this study analyzes previous findings to address trainee teachers’ perceptions of the benefits of learning through co-teaching and trainers’ use of co-teaching as a vehicle for professional growth. The analysis reveals the critical role of evidence-based, shared reflection on co-teaching – both on the part of instructors and trainees – to reap the full benefits of collaborative teaching. Finally, specific strategies and actions are suggested to make co-teaching genuinely reflective.