Session Information
04 SES 14 A, Co-Teaching Across Borders: European Perspectives on Bridging the Research–Practice Gap
Symposium
Contribution
This paper examines co-teaching practices in Denmark and Switzerland, focusing on practitioner experiences and policy contexts. Co-teaching is widely recognized as a promising approach for inclusive education and professional learning, yet persistent challenges remain, including role ambiguity, uneven workloads, limited preparation time, and inconsistent institutional support. Guided by the research question—What challenges characterize co-teaching practice in Denmark and Switzerland, and how do policy frameworks support or hinder implementation?—the study draws on qualitative classroom observations, interviews with teachers and school leaders, and policy analysis. Findings reveal that while both systems formally support inclusion, the translation into sustainable co-teaching practices depends heavily on leadership, shared professional language, and organizational culture. The analysis highlights the need for cultural as well as structural change, emphasizing collaborative norms, leadership engagement, and coherent professional development. Comparative insights offer implications for policy refinement, teacher education, and future international research on collaborative instructional practices.
References
Gulløv, C., & Murawski, W. W. (2023). How pedagogues support inclusion in Denmark. Journal of International Special Needs Education, 27(1), 36-46. Luder, R. (2021). Integrative support in Switzerland: An empirical study on the practical implementation of special educational support and promotion in integrative regular classes in Switzerland (Doctoral dissertation, University of Fribourg). https://doi.org/10.5281/zenodo.10246092 Mejeh, M., & Powell, J. J. W. (2018). Inclusive education in Switzerland: Between global norms and cantonal peculiarities. Bildung und Erziehung, 71(4), 412–431. https://doi.org/10.13109/buer.2018.71.4.412 Murawski, W. W., & Gulløv, C. (2024). Co-teaching og Universal Design for Learning: Differentierende og inkluderende undervisningsstrategier. Dafolo. Pool Maag, S., & Moser Opitz, E. (2014). Inclusive teaching: Fundamental questions and results of an exploratory study. Empirische Sonderpädagogik, 6(2), 133–149. https://doi.org/10.25656/01:9249 Pool Maag, S., & Widmer-Wolf, P. (2025). Strengthening multi-professional teams: Impulses for school principals. hep. Zumwald, B. (2025). Using co-teaching forms in a targeted manner: The potential of co-teaching forms at the depth level. Swiss Journal of Curative Education, 31(1), 8–14. https://doi.org/10.57161/z2025-01-02
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