View in EDS HTML Full Text PDF Full Text

Team teaching or solo teaching? A qualitative evaluation by primary education students.

Saved in:
Bibliographic Details
Title: Team teaching or solo teaching? A qualitative evaluation by primary education students.
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]
Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 197500205
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Team teaching or solo teaching? A qualitative evaluation by primary education students.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22De+Weerdt%2C+Dries%22">De Weerdt, Dries</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Simons%2C+Mathea%22">Simons, Mathea</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Struyf%2C+Elke%22">Struyf, Elke</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Research%22">Journal of Educational Research</searchLink>. 2026, Vol. 119 Issue 6, p692-706. 15p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Teaching+teams%22">Teaching teams</searchLink><br /><searchLink fieldCode="DE" term="%22Class+size%22">Class size</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+instruction%22">Individualized instruction</searchLink><br /><searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Flanders+%28Belgium%29%22">Flanders (Belgium)</searchLink><br /><searchLink fieldCode="DE" term="%22Belgium%22">Belgium</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=197500205
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/00220671.2025.2566708
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 692
    Subjects:
      – SubjectFull: Teaching teams
        Type: general
      – SubjectFull: Class size
        Type: general
      – SubjectFull: Psychology of students
        Type: general
      – SubjectFull: Individualized instruction
        Type: general
      – SubjectFull: School children
        Type: general
      – SubjectFull: Classroom environment
        Type: general
      – SubjectFull: Teacher-student relationships
        Type: general
      – SubjectFull: Flanders (Belgium)
        Type: general
      – SubjectFull: Belgium
        Type: general
    Titles:
      – TitleFull: Team teaching or solo teaching? A qualitative evaluation by primary education students.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: De Weerdt, Dries
      – PersonEntity:
          Name:
            NameFull: Simons, Mathea
      – PersonEntity:
          Name:
            NameFull: Struyf, Elke
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 11
              Text: 2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 00220671
          Numbering:
            – Type: volume
              Value: 119
            – Type: issue
              Value: 6
          Titles:
            – TitleFull: Journal of Educational Research
              Type: main
ResultId 1