Appropriate Education with Co-Teaching. Study to the collective sense-making of co-teaching teams

Duration: 1 March 2015 - 31 December 2017

Knowledge Centre: Learning and Innovation
Research Group: Normative Professionalization
Supervising lecturers: Prof. C. Bakker, Prof. E. Struyf (University of Antwerp)
Researcher: Dian Fluijt (MEd)

Project Description

Study to the collective sense-making of co-teaching teams within the framework of the legislation on Adaptive Education (2014), the M Decree for children with special educational needs (2015) and the UN Convention on the Rights of Persons with Disabilities (2016).

Scientific Relevance

The introduction of the new legislation requires of teachers that they provide matching education for each pupil. The research reveals whether or not co-teaching can be a means to promote the realization of inclusive education.

Practical Relevance

  • Gaining insight into attribution of meaning by experienced, novice and supporting co-teachers in regard to successful cooperation and teaching excellence.
  • Gaining insight into co-teaching as a working method to achieve inclusive education.

Results/Products

Article: ‘Team-Reflection: the Missing Link in Co-Teaching Teams’ (2016). European Journal of Special Needs Education, 31(2), 187-201.
Article: ‘Co-Teachers als Spil van Verandering bij Passend Onderwijs’ [The Pivotal Role of Co-teachers for Enacting Change in Adaptive Education] (2017). Tijdschrift voor Orthopedagogiek, 56(2), 89-105.
Book: Samen Lesgeven: co-teaching in de praktijk [Teaching Together: Co-teaching in Practice] (2016). Kalmthout: Pelckmans Pro.
Chapter in book: ‘Co-teaching: A means to support teachers in complex situations?’ (2017). In: C. Bakker & N. Montesano Montessori. Complexity in Education. From Horror to Passion, (pp. 147-167). Rotterdam: Sense Publishers.

Normative Professionalization

Moral Dimension Of Teachers’ Professional Development

About the Research Group