University of Oulu

Kokko, M., Takala, M. and Pihlaja, P. (2021), Finnish teachers’ views on co-teaching. British Journal of Special Education, 48: 112-132.

Finnish teachers’ views on co-teaching

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Author: Kokko, Marjut1; Takala, Marjatta; Pihlaja, Päivi
Organizations: 1Faculty of Education, PL 8000 90014 University of Oulu Finland
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 0.2 MB)
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Language: English
Published: John Wiley & Sons, 2021
Publish Date: 2021-06-04


Co-teaching has become a well-known way of working among Finnish teachers in recent years. Teachers’ collaboration is becoming increasingly important in light of the rising number of diverse students in regular classes. In an ideal co-teaching context, teachers collaborate as equals, recognise and respect each other’s skills and competencies, and strengthen and support each other. In this study, we examine teachers’ views on co-teaching and investigate which background factors explain teachers’ views concerning the benefits and the challenges of co-teaching. The data obtained from Finnish basic education teachers’ (N = 694) responses to an online questionnaire are analysed quantitatively. The results show some differences among the teachers’ views. Subject teachers perceive more challenges in co-teaching than class and special education teachers. Class teachers perceive the fewest challenges. Although teachers are generally interested in co-teaching and some of them co-teach regularly, they also report several barriers to its application. The explanatory factors concerning the differences in teachers’ views are gender, teachers’ co-teaching experiences, the amount of co-teaching per week and working as a class teacher.

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Series: British journal of special education
ISSN: 0952-3383
ISSN-E: 1476-8578
ISSN-L: 0952-3383
Volume: 48
Issue: 1
Pages: 112 - 132
DOI: 10.1111/1467-8578.12348
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Funding: Oulun Yliopisto.
Copyright information: © 2021 The Authors. British Journal of Special Education published by John Wiley & Sons Ltd on behalf of National Association for Special Educational Needs. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.