Preliminary communication
https://doi.org/10.32728/mo.18.2.2023.05
PRESCHOOL TEACHERS’ OPINIONS ABOUT CO-TEACHING
Lucija Jedrejčić
orcid.org/0009-0009-5866-6546
; Olga Ban kindergarten in Pazin
Danijela Blanuša Trošelj
orcid.org/0000-0002-1376-8110
; Faculty of Educational Sciences of the Juraj Dobrila University of Pula
Abstract
Co-teaching is a commonplace practice among preschool teachers. This process
can be pleasant and have positive outcomes for educational work, but it can also
be very exhausting, unproductive and unpleasant. This research aims to examine
preschool teachers’ opinions about co-teaching in pairs. Semi-structured interviews
with nine preschool teachers, who have different working and education experiences,
were used to get the research results. The interviews were transcribed and processed in
a thematic analysis. Two dominant categories were noticed - the first category pertains
to the specifics of co-teaching in pairs, while the latter concerns the differences between
two preschool teachers. The obtained data is consistent with a number of researches
that emphasize common goals, support and collaboration as the basis of team work, or
in this case, the basis of co-teaching in pairs. Preschool teachers highlighted friendship
as one of the outcomes of working in pairs, but also the necessity to consider how to
connect teachers into pairs with regards to their individual differences. They especially
highlighted the year gap between each other, relative to their work experience. The
collected data can be used to consider the relevant criteria in connecting two preschool
teachers, but it can also be used to consider the impact on the pair of preschool teachers,
individually and as a team.
Keywords
communication; co-teaching; relationships; support; teamwork
Hrčak ID:
318374
URI
Publication date:
26.6.2024.
Visits: 32 *