Session Information
04 SES 14 A, Co-Teaching Across Borders: European Perspectives on Bridging the Research–Practice Gap
Symposium
Contribution
This paper presents a mixed-methods analysis of team teaching implementation and perceived effectiveness in Flanders (Belgium) and western France. Quantitative data from a large-scale survey of 479 Flemish teachers across educational levels are complemented by a qualitative case study from a French secondary school with long-standing team teaching practices. Findings indicate that team teaching in Flanders is a relatively recent development, driven primarily by teachers’ desire to better support students and share expertise. Teachers report positive effects on student learning, lesson quality, and instructional flexibility. The French case provides longitudinal insight into how co-teaching practices evolve over time, illustrating flexible use of classroom space and differentiated instructional approaches. Together, the findings offer robust European evidence on implementation patterns and instructional benefits, contributing to research on effective collaborative teaching models.
References
Baeten, M., & Simons, M. (2014). Student teachers’ team teaching: Models, effects, and conditions for implementation. Teaching and Teacher Education, 41, 92–110. https://doi.org/10.1016/j.tate.2014.03.010 Decuyper, A., Mariën, D., Simons, M., Vanblaere, B., Tack, H., De Weerdt, D., Meirsschaut, M., Vanderlinde, R., & Struyf, E. (2024). Teamteaching in Vlaanderen: De implementatie, beweegredenen en effecten voor leerlingen. (Team teaching in Flanders: Implementation, motivations, and effects on students.) Tijdschrift Voor Onderwijsrecht En Onderwijsbeleid. 2024-2025(1-2). 79-91. Decuyper, A. (2025). Effective teaching behaviour in team teaching : A large-scale survey study and a multiple case study with video observations. Ghent University. Janin, M., Moreau, G., & Toullec-Théry, M. (2021). Le coenseignement dans une classe hétérogène promeut-il une différenciation pédagogique ? Éducation et socialisation. Les Cahiers du CERFEE, 60, Article 60. https://doi.org/10.4000/edso.14674 Moreau, G. (2025). Coenseigner les mathématiques en contexte inclusif. Nantes Université. Moreau, G., & Perraud, C. (2024). Il faut coopérer pour une école inclusive. In M. Toullec-Théry & F. Lacroix, L’école inclusive (p. 85 101). Retz. Toullec-Théry, M., & Moreau, G. (2020). Co-enseignement et difficulté scolaire: Revue hybride de l’éducation, 4(3), Article 3. https://doi.org/10.1522/rhe.v4i3.1038
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