English Co-Teaching Classrooms: Merits and Demerits

Co-teaching, the so-called challenging and fascinating method of teaching in academic contexts,has been defined as two teachers or presumably more ones concurrently shoulder and shareresponsibilities for teaching the students in a single group who are assigned to a classroom(Villa, 2004), that is to say, the co-teachers possess the same responsibilities in the classroomand in delivering instruction. Paradoxically, although the popularity of this service deliverymodel has been proliferated, the field currently lacks a strong empirical database on the overalleffectiveness of this model. By and large, co-teaching enjoys some benefits and suffers fromsome barriers the most important of which have been elaborated and analyzed in this paper.Accordingly, the existing related articles have meticulously been analyzed in this field. Theoverall result revealed that the main themes of co-teaching focus on a need for communicationbetween co-teachers, similar philosophies, administrative support and pre-planning time. Itimplies that, presenting a constructive co-teaching has been a demanding task which needs coteachers’dynamic and constant cooperation whereas unsolicited competition. In short, coteaching’sbenefits can understandably overweigh its barriers provided that co-teachers reach to athoughtful compromise in advance.

Keywords:

Co-Teaching , English Classroom , Benefits , Barriers