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Tvålärarsystem är ett arbetssätt som blir vanligare i svenska skolan. Det går ut på att två klass–eller ämneslärare delar på ansvaret för eleverna och dess tillhörande planering, undervisning och bedömning. Syftet med den här studien är att bidra med kunskap om hur tvålärarsystemet kan organiseras och genomföras i svensk kontext och hur arbetssättet ur ett lärarperspektiv påverkar undervisningen och möjligheter att möta elevernas behov. Det för att fylla den kunskapslucka som saknaden av svensk forskning kring tvålärarsystemet ger. I kapitlet tidigare forskning presenteras internationell forskning om tvålärarsystemet som kallas co-teaching. Då det saknas forskning om tvålärarsystemet i ett svenskt perspektiv kommer därför även beprövad dokumenterad erfarenhet om tvålärarsystem i Sverige att presenteras. Utifrån den tidigare forskningen framkommer två bärande begrepp ”kollegialt samarbete i klassrummet” samt ”gruppering”, dessa kommer ligga som ett teoretiskt raster över studien. I metodkapitlet beskrivs studiens tillvägagångssätt, beskrivning av informanterna, analysprocessen, etiska övervägande och en metoddiskussion. I resultatkapitlet presenteras informanternas beskrivning av undervisning och vilka konsekvenser det ger upphov till. Fokus ligger på vad den läraren som inte håller i undervisningen gör. I resultatet beskrivs även hur informanterna upplever att arbetssättet påverkar eleverna samt lärarnas möjlighet att möta elevernas behov. I diskussionsavsnittet förs resonemang kring resultatet i förhållande till den tidigare forskningen och de beprövade dokumenterade erfarenheter som presenterats i studien. Slutsatser utifrån studiens resultat är att lärarna är positivt inställda och upplever det lättare att möta elevernas behov, göra anpassningar och skapa en roligare och bättre undervisning. Det framkom att respondenterna saknar bevis för att tvålärarsystemet ökar elevernas måluppfyllelse men att alla har en känsla av att måluppfyllelsen ökar eftersom de känner att de kan möta fler elevers behov. En viktigt förutsättning för arbetssättet är att lärarnas samarbete fungerar. Ytterligare en viktig slutsats är att det behövs forskning om tvålärarsystemet ur ett svenskt perspektiv.

The need for more collaboration and co-teaching emerged from the standards-based and accountability movement as a result of the No Child Left Behind (NCLB) and Individuals with Disabilities Education Improvement Act (IDEIA) legislation. The purpose of this study is to identify the perceived skill set needed by general and exceptional education teachers in order to be successful in a co-teaching classroom, discover if collaborative coursework is being offered to pre-service teachers as part of their university experience, and identify specific strategies, programs, and field experiences in which pre-service general and exceptional education teachers can engage in to better prepare them for their first co-teaching/collaborative teaching assignment. This qualitative study was based on the naturalistic inquiry design (Lincoln & Guba, 1985) and was comprised of one focus group from each of the three school divisions. The purposeful sample selection of teachers for each focus group included five to eight general and exceptional education probationary (zero to five years experience) teachers who have current or previous experience in a collaborative or co-taught classroom, and who graduated from a Virginia institution of higher education. A focus group protocol was used for data collection based on the ten revised (2011) Interstate Teacher Assessment and Support Consortium standards. When comparing the data of what general education teachers perceived were most important compared to what training, coursework, and experiences were actually provided as part of their pre-service training, 53% of the training received matched the skills they felt were most important. Forty-seven percent of their pre-service training focused on "other" skills, knowledge, performance, and critical dispositions. When comparing the data of what exceptional education teachers perceived were most important compared to what training, coursework, and experiences were actually provided as part of their pre-service training, 60% of the training received matched with the skills they felt were most important. Forty percent of their pre-service training focused on "other" skills, knowledge, performance, and critical dispositions. These data suggest that there is a disconnect between what pre-service teachers perceive as important and what is actually being taught through coursework and experiences in teacher preparation programs. / Ed. D.

This project study addressed a lack of consistent instructional delivery of co-teaching practices in a rural high school in middle Georgia. Though co-teaching services are provided, teachers are not implementing co-teaching models with fidelity. Because co-teaching teams are not trained together, teachers' efficacy in the delivery of co-taught instruction has often been negatively affected. This project study provided insight into the perceptions of co-teachers regarding the implementation of co-teaching practices. Bandura's self-efficacy theory served as the conceptual framework for this study. Using a qualitative, bounded, single case study design, the study explored the perceptions of co-teachers and the planning practices that were used by teachers in a rural high school in middle Georgia. A total of 9 general and special education co-teachers were recruited to participate in the study. Qualitative data for the study were gathered through semistructured interviews, a focus group interview, and lesson plan documentation. The transcribed interviews and lesson plan documents were analyzed through open and axial coding to generate themes. The findings revealed that teachers perceived a need for further training in co-teaching methods to improve their self-efficacy in collaboration and the implementation of co-teaching practices. The results of the study were used to develop a professional learning project that benefits teachers by improving collaboration, the implementation of co-teaching models, and co-teaching instructional strategies. The project may contribute to positive social change by improving co-teachers' skills to deliver effective instruction and increasing the self-efficacy of teachers to create a supportive learning environment within their co-taught classrooms.

I denna studie var syftet att undersöka idrottslärares erfarenheter till ett tvålärarskap samt de effekter som det för med sig. Frågor som behandlades var hur utformningen av undervisningen såg ut men också fördelar och nackdelar med ett tvålärarskap. Vid analysen tillämpades en fenomenografisk analysmodell bestående av sju steg. Studiens empiriinsamling gjordes med hjälp av kvalitativa semistrukturerade intervjuer med idrottslärare som undervisade i tvålärarskap i årskurs 1–9 eller gymnasiet. Resultatet visade att lärarna utformade undervisningen på ett liknande sätt, där det varierade utifrån gruppens behov men också moment. Samtliga lärare försökte undervisa alla elever tillsammans. Fördelar med tvålärarskapet var utveckling av ämnet, sambedömning och ökad måluppfyllelse. Nackdelarna som belystes var ökad undervisningstid samt ökade lönekostnader. Förslag till framtida forskning är att jämföra skillnader mellan en skola med tvålärarskap och enlärarsystem men också studera om betygen förändrats i takt med tvålärarskap.

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The purpose of this study was to explore the lived experiences of urban elementary school principals in relation to co-teaching and their co-teacher selection process. Three elementary school principals who exemplify characteristics of shared, ethical, and transformational leadership from a large urban school district in the southern United States were interviewed. The findings from the interviews were utilized to create a Likert-type survey to be administered to select co-teachers and select teachers not co-teaching at each of the three schools. The interview data were examined using Hycner's guidelines for phenomenological analysis. The Likert-type surveys administered to co-teachers and teachers not co-teaching served as sources of information for triangulation. The findings of the study led to the emergence of 13 themes addressing the three research questions. The resulting themes were (a) open communication with staff, (b) team approach to decision-making, (c) teacher leadership, (d) parental involvement encouraged, (e) positive relationship with staff, (f) professional growth encouraged, (g) volunteers selected for co-teaching, (h) co-teachers select partners, (i) co-teaching option presented to entire teaching staff, (j) personal involvement in co-teaching selection process, (k) multifaceted selection criteria, (l) principals involved teachers in the pairing procedure, and (m) recruitment procedures were aligned with best practices. This study has contributed additional evidence supportive of best practices in co-teaching and leadership and suggests a link between effective leadership practices and the facilitation of co-teaching teams and co-teacher selection processes. Recommendations for future research address the areas of (a) principal experience, (b) length of co-teaching model, (c) principal personal involvement, (d) study participant size, (e) study subjects, and (f) link between leadership practices and co-teaching selection procedures.

The recent revisions to the Individuals with Disabilities Education Improvement Act (2004) and the passing of the No Child Left Behind Act (2001) promoted a movement toward meaningful inclusion, which has led to an increase in interest in co-teaching (Friend, Cook, Hurley-Chamberlain, & Shamberger, 2010; Nichols, Dowdy, & Nichols, 2010). When co-teaching is effectively executed both students with and without disabilities benefit academically and socially (Friend & Cook, 2007). Researchers indicate that a key factor in effective co-teaching is administrative support (Friend et al.; Dieker & Murawski, 2003; Murawski & Dieker, 2008; Murawski & Dieker, 2004; Scruggs et al., 2007). The purpose of this study was to identify the policies and practices used by effective principals who have led the implementation of co-teaching in their schools. The researcher interviewed three middle school principals in a large urban school district to ascertain the essence of their experiences. The principals were identified as highly effective by their most recent principal evaluation system. The interview data were examined using Hycner's guidelines for phenomenological analysis. Triangulation occurred through a survey and review of documents. The co-teaching teams from the participating principals' schools completed a Likert-type survey. The researcher reviewed the schools' master schedules, School Improvement Plan, and Action Plan. Analysis of the participating principals' interview data has identified themes. These themes included: (a) preparing the setting, (b) preparing co-teaching teams, (c) necessary co-teacher skill sets, (d) utilizing the leadership team, (e) purposeful selection of co-teaching staff, (f) addressing barriers, (g) culture supporting knowledgeable co-teachers, (h) traits of effective co-teachers, (i) expectations of co-teachers, (j) motivating co-teachers, and (k) attaining buy-in through support and culture.

Collaborative teaching may provide classroom support, professional development, and mentoring for teachers (Gallo-Fox & Scantlebury, 2016; Guise et al., 2017; Friend et al., 2015; Rytivaara et al., 2019). Recent scholarship in music education has indicated that collaborative teaching may also provide a more holistic approach to student teacher preparation (Kim, 2020; Palmer, 2018; Vanderwerff, 2019). Yet, research has shown that strong teacher-to-teacher relationships are essential for collaborative teaching to benefit teachers (Pratt, 2014; Guise et al., 2017), and that a purposeful study and enactment of care may aid in the development of these positive relationships (Rabin, 2020). Nevertheless, collaborative teaching in music education has generally focused on collaborative teaching in higher education, or as an exploratory, temporary practice (Bartleet & Hultgren, 2008; Clauhs & Newell, 2013; Freer & Barker, 2008), making it difficult to determine how teachers may develop and maintain strong, caring relationships that foster collaboration. The aim of this research was to examine long-term collaborative teaching to understand what attributes contribute to successful collaborative teaching partnerships among secondary instrumental music educators. In this ethnographic study, I examined the collaborative teaching experiences and social practices of four secondary instrumental music educators over an eight-month period through the lens of Noddings’s (2005, 2012, 2013) educational care theory. I used multiple methods of data collection such as interviews, observations, surveys, and artifacts to understand the context, attitudes, and approach these teachers used in working together. I utilized Gee’s (2014) approach to discourse analysis to deeply explore the data and understand care across teachers’ relationships. Collaborative teaching provided these four secondary instrumental educators with consistent support and professional learning. The teachers’ collaboration thrived as they developed strong, caring relationships. Despite heavy teaching burdens, teachers felt less overwhelmed and isolated than in their previous teaching positions. Instead, the teachers expressed a sense of belonging and fulfillment from working collaboratively. Teachers’ attitudes rather than their skills, experience, or specialty played a primary role in the development of their caring teacher-to-teacher relationships. These teachers were committed to working together, to helping one another in the classroom, and to maintaining and developing caring relationships.

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