Programme

Paper session 1.1:

Learning together, designing together

Paper session 1.2:

Rethinking language and content integration through coteaching

Workshop 1.3:

Leading the way together – Strategies to support coteaching

Teacher learning as boundary crossing: A study of interdisciplinary teacher design teams

Edith Koh (University of Groningen, Netherlands)

Collaborate to innovate: Co-Teaching in English-Medium, Interdisciplinary (EMI) courses

Birgit Strotmann &  Alfonso López-Hernández (Comillas Pontifical University, Spain)

Leading the way together: Actionable strategies for supporting co-teaching from the top down

Wendy W. Murawski (Teach Global Educational Consulting; California State University, US) & 

Cristina Sacara-Gulløv (University College South Denmark, Denmark)

How to make Lesson Study work in a one-year university-level initial teacher education programme: 

Conditional input factors and challenges

Iris Willems, Wouter Schelfhout & Elke Struyf (University of Antwerp, Belgium)

CoFocus: Enhancing dual focus in CLIL through teacher collaboration

Liesbeth Martens (KU Leuven, University of Applied Sciences UCLL, Belgium), 

Jan Elen (KU Leuven) & Laurence Mettewie (UNamur, Belgium)

Paper session 2.1:

Inclusive education through shared practice: the power of co-teaching

Paper session 2.2:

Crossing boundaries: interdisciplinary collaborative teams

Implementing co-teaching in pre-primary education: A Finnish multiple case study

Christel Sundqvist, Kristina Ström & Maria Rönn-Liljenfeldt (Åbo Akademi University, Finland)

Inspiration from daily practice: Factors that contribute to successful collaboration in or close to practice

Ina Cijvat, Judith ten Hagen, Angélique Hunkar, Aurelie Lange & Wendy Wesseling (Amsterdam University of Applied Sciences, Netherlands)

Does an inclusive arrangement involving two teachers working together enhance the didactic accessibility of teaching and learning situations?

Frédéric Dupré, Marie Toulle & Julie Pascaud (Nantes University, France)

When mentoring meets co-teaching: A case study of interprofessional collaboration in a Czech primary school

Alžběta Jurasová (Masaryk University, Czech Republic)

Co-teaching to improve teachers’ attitudes and practices towards inclusion

Ester Miquel (Universitat Autònoma de Barcelona, Spain), Mariona Corcelles-Seuba (FPCEE Blanquerna, Universitat Ramon Llull, Spain), 

Jesús Ribosa (Universitat Autònoma de Barcelona, Spain) & Marta Flores (Universitat Autònoma de Barcelona, Spain)

Paper session 3.1:

Co-teaching mathematics: Exploring pedagogical approaches

Paper session 3.2:

Connected to learn: The power of Learning Communities for teachers

Co-teaching mathematics in an inclusive middle school: A comic strip didactic study

Gilles Moreau (Nantes Université, CREN, France)

"Together we can do more and better": How the online learning community of Montessori teachers contributed to the advancement of the educational process

Marija Sablic (University of Osijek, Croatia) & Marija Lesandric (University Slavonski Brod, Croatia)

Co-teaching for powerful mathematics education: A practice-oriented intervention using the ‘routeplanner rekenen’

Lies Lockefeer (HOGENT, Belgium)

Latent profiles of professional learning community participation and teacher attrition intentions: Evidence from TALIS 2018 language teachers in Shanghai and Flanders

Yujiao Liu (KU Leuven, Belgium)

Two are better than one: Improving outcomes through co-teaching

Tammy Barron, Brad Witzel & Malinda Pennington (Western Carolina University, US)

Focus on the development of distinctive PLCs

Fred Huijboom & Pierre van Meeuwen (Open Universiteit, Netherlands)​

Teacher & healthcare professional on a path to more inclusive education

Lies Lockefeer (HOGENT, Belgium)

Unveiling teacher profiles based on teaching behaviour in team teaching

(Aron Decuyper (Ghent University, Belgium), Mathea Simons (University of Antwerp, Belgium) & Ruben Vanderlinde (Ghent University, Belgium)

Explaining the effects of team teaching on student achievement through motivational outcomes

Dries De Weerdt, Mathea Simons & Elke Struyf (University of Antwerp, Belgium)

Paper session 4.1:

Co-teaching as a learning strategy in teacher education

Paper session 4.2:

Collaboration in continuous professional development

Workshop 4.3:

Leading the way together: Strategies to support coteaching

Literature review on the effects of developmental co-teaching on pre-service teachers

Philippe Tremblay (Université Laval, Canada)

Professional learning through connection: An integrated theoretical framework on role models as informal learning agents

Brent Theys (Ghent University, Belgium), Ruben Vanderlinde (Ghent University, Belgium) & Noel Clycq (University of Antwerp, Belgium)

Gaining fluency: Five practices that mediate effective co-teaching between pre-service and mentor teachers

Maris Thompson (California State University, US)

Fostering faculty collaboration through co-teaching: A professional development initiative at the Universidad Católica de Temuco, Chile

Ester Miquel & Marta Flores (Universitat Autònoma de Barcelona, Spain)

Teacher collaboration in Continuous Professional Development (CPD) interventions: A systematic review

Georgios Mitsostergios (Technische Universität München, Germany)

Paper session 5.1:

Analyzing collaborative teaching strategies

Paper session 5.2:

Collaborative growth: Collaboration and leadership for sustainable school development

What works? An exploration of the collaborative teaching strategies of secondary music educators

Heidi H. Bingham (Alpine School District, US)

Together Continuously Improving Primary Schools: A transformation towards a sustainable Improvement Culture

Sofie Rottiers, Ria De Sadeleer & Mieke Bogaerts (Odisee Hogeschool, Belgium)

Analyzing a co-teaching session in a French primary school: Focus on didactic accessibility

David Gomes, Frédéric Dupré & Minna Puustinen (INSEI, France)

Teacher collaboration design factors: Exploring relations to burnout and engagement

Benjamin Waldejer, Maria Therese Jensen & Oddny Judith Solheim (University of Stavanger, Norway)

Productive conversations in teacher teams: Structure, measurement, and its relevance for professional learning

Flurin Gotsch, Beat Rechsteiner, Hannah Bolten, Katharina Maag Merki (University of Zurich) & Andrea Wullschleger 

(University of Applied Sciences and Arts Northwestern Switzerland, Switzerland)

Among others: Team-teaching to foster deeper links between formal and non-formal educators

Angela Rickard & Marianne O'Shea (Maynooth University, Ireland)

Paper session 6.1:

Making collaboration work: Challenges and levers

Symposium 6.2:

ESTAFETT: Exploring, studying and fostering effects of team teaching on students and teachers. Moving beyond perception.

Teacher culture and the implementation of co-teaching from the perspective of Finnish teachers 

Maria Rönn-Liljenfeldt, Christel Sundqvist, Raisa Ahtiainen & Anna Rytivaara (Åbo Akademi University, Finland)

Team teachers’ effective teaching behaviour: A mixed-method study

Aron Decuyper (Ghent University, Belgium), Mathea Simons (University of Antwerp, Belgium) 

& Ruben Vanderlinde (Ghent University, Belgium)

Understanding obstacles for teacher collaboration: A system perspective using Causal Loop Diagrams

Ina Cijvat & Marco Snoek (Amsterdam University of Applied Sciences, Netherlands)

Studying the effectiveness of team teaching: Conceptual and methodological essentials

Dries De Weerdt, Mathea Simons & Elke Struyf (University of Antwerp, Belgium)

Induction from a mentor teacher’s perspective: A case study from a Czech primary school

Lucie Grebíková (Masaryk University, The Czech Republic)

Lessons learned from the professional development initiative “Start to teamteach”

Mieke Meirsschaut (Artevelde University of Applied Sciences & Ghent University, Belgium), Bénédicte Vanblaere 

(Antwerp University & Artevelde University of Applied Sciences, Belgium),  Nele De Witte (AP University of Applied Sciences, Belgium), 

Julie D’Haeyer (Artevelde University of Applied Sciences, Belgium) & Iris Willems (AP University of Applied Sciences, Belgium)