Team teaching or solo teaching? A qualitative evaluation by primary education students.
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| Title: | Team teaching or solo teaching? A qualitative evaluation by primary education students. |
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| Authors: | De Weerdt, Dries (AUTHOR), Simons, Mathea (AUTHOR), Struyf, Elke (AUTHOR) |
| Source: | Journal of Educational Research. 2026, Vol. 119 Issue 6, p692-706. 15p. |
| Subjects: | Teaching teams, Class size, Psychology of students, Individualized instruction, School children, Classroom environment, Teacher-student relationships |
| Geographic Terms: | Flanders (Belgium), Belgium |
| Abstract: | Team teaching, where multiple educators collaborate in the classroom, offers notable benefits for student learning. While previous research has focused on its impact on academic outcomes, less is known about how students experience this approach compared to solo teaching. This study addresses that gap by examining the views of 64 primary school students (aged 10–12) through 16 group interviews conducted in four public (sub)urban schools in Flanders, Belgium. Students reported that team teaching can enhance learning by providing quicker feedback and more personalized instruction. However, class size significantly influenced their experiences. In smaller classes (28–32 students), team teaching was associated with more individual attention and stronger relationships with teachers. In contrast, larger classes (38–42 students) led to more distractions, noise, and weaker teacher-student connections. The findings suggest that while team teaching has clear advantages, its success depends on maintaining a manageable class size and fostering a supportive classroom environment. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Team teaching, where multiple educators collaborate in the classroom, offers notable benefits for student learning. While previous research has focused on its impact on academic outcomes, less is known about how students experience this approach compared to solo teaching. This study addresses that gap by examining the views of 64 primary school students (aged 10–12) through 16 group interviews conducted in four public (sub)urban schools in Flanders, Belgium. Students reported that team teaching can enhance learning by providing quicker feedback and more personalized instruction. However, class size significantly influenced their experiences. In smaller classes (28–32 students), team teaching was associated with more individual attention and stronger relationships with teachers. In contrast, larger classes (38–42 students) led to more distractions, noise, and weaker teacher-student connections. The findings suggest that while team teaching has clear advantages, its success depends on maintaining a manageable class size and fostering a supportive classroom environment. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00220671 |
| DOI: | 10.1080/00220671.2025.2566708 |
