The major responsibility of teachers is to prepare students not only on terms of education, but also to become responsible individuals in the future. Due to the dynamic nature of the education system, teachers are expected to be innovative in their teaching practice to keep up with the needs of the students as well as the society in general. In this article, the authors argue that co-teaching in higher education is one of the innovative practices that could be beneficial to students and teachers as well, if it is re-introduced in the education system. Specifically, they are of the opinion that co-teaching could lead to better performance among the K-12 students (Kevin and Lori, 2012).
Arguably, the performance of students could improve through co-teaching based on various reasons. For instance, this strategy creates an opportunity for varying content presentation, support learning experience; individualize instruction, and monitoring the understanding of the students. Besides, if at all co-teaching strategy is going to work effectively, there is need to train teachers on how it is done through introducing co-teaching in the teacher education curricula in the higher institutions of learning (Kevin and Lori, 2012).
However, as argued by the authors, co-teaching technique has various limitations. For instance, in the past this technique has encountered resistance from students because they did not trust the same. Besides, students tend to feel uncomfortable having two teachers in the classroom at the same time. They are of the opinion that there is a possibility of conflicts emerging between teachers. Furthermore, classroom management and discipline could be problematic because each teacher as different opinions on how this could be done. Nevertheless, co-teaching is a viable teaching technique and it could work well for the benefit of the students as far as their performance is concerned (Kevin and Lori, 2012).
Reference
Kevin, J.G and Lori, A.N. (2012). Co-teaching in a Teacher Education Classroom: Collaboration, Compromise, and Creativity. Issues in Teacher Education, Vol. 21(1), 109-126
