Understanding Physics teachers’ perspectives on co-teaching

Abstract

Co-teaching has gained increasing recognition as an effective instructional approach that fosters both inclusive education and teacher professional development (Friend & Cook, 2010; Scruggs et al., 2007). While widely researched across educational contexts, its application in Physics education remains underexplored. This study investigates the extent to which coteaching is practiced by Physics teachers in Maltese secondary schools, examining Physics teachers’ perceptions of its benefits and challenges. It also explores the structural and cultural factors that influence collaboration among educators. Using a qualitative case study approach, data was collected through semi structured interviews with Physics teachers and Heads of Department. The findings reveal that while teachers acknowledge the value of co-teaching, it is not widely implemented due to unclear roles, lack of structured professional development, and time constraints. Many teachers view co-teaching as a valuable tool for professional growth but struggle with limited opportunities for collaborative reflection and planning. Furthermore, the study highlights the crucial role of school leadership in fostering a culture of collaboration and supporting teachers in engaging in co-teaching practices. This study contributes to the growing body of literature on co-teaching by providing insights into its implementation within Physics education. It emphasises the need for targeted professional development, clearer role definitions, and institutional support to enhance co-teaching as both an instructional model and a professional development tool. The findings have practical implications for educators, school leaders, and policymakers seeking to promote effective co-teaching and collaborative practices in science education.