Co-Teaching in CLIL Teaching and learning among (non-)experts
The study explores co-teaching in the context of Content and Language Integrated Learning (CLIL), focusing in particular on collaboration between language and subject teachers in a university-level mathematics language course. It examines in situ interactions within co-teaching teams using qualitati...
Zapisane w:
| Wydane w: | Zeitschrift für Interaktionsforschung in DaFZ |
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| 1. autor: | |
| Format: | Artikel (Zeitschrift) |
| Język: | niemiecki |
| Wydane: |
Philipps-Universität Marburg
2025
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| Hasła przedmiotowe: | |
| Dostęp online: | Dostęp online |
| Etykiety: |
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| Streszczenie: | The study explores co-teaching in the context of Content and Language Integrated Learning (CLIL), focusing in particular on collaboration between language and subject teachers in a university-level mathematics language course. It examines in situ interactions within co-teaching teams using qualitative content analysis of audio-recordings from non-participant classroom observations and complementary stimuated-recall interviews and analyses their multi-perspectivity and competence development. The study investigates how teams coordinate different areas of expertise and negotiate roles in cooperative teaching and learning situations. The analysis shows that co-teaching in this context fosters mutual learning, with teachers using each other as knowledge resources and developing approaches toward a shared teaching identity (‘we-ness’). The results suggest that interdisciplinary collaboration can help overcome rigid role divisions. |
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| DOI: | 10.17192/ziaf.2025.5.1.8791 |