Team Teaching: classroom practice and examples for teachers

Updated on

June 20, 2026

Team Teaching

Discover how team teaching transforms classroom practice through effective collaboration, accelerates professional development.

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Main, P (2022, May 13). Team Teaching. Retrieved from https://www.structural-learning.com/post/team-teaching

In this article

Team Teaching is a collaborative teaching model where two or more educators share responsibility for planning, teaching and assessing the same group of learners. In inclusive education, it is often called co-teaching. Here, a class teacher and a specialist teacher work together to make tasks clearer, model thinking aloud and give targeted support. This approach fits Vygotsky's (1978) view that learning develops through social interaction and guided support.

In a Year 6 science lesson, one teacher might model how to plan a fair test while the other listens for misconceptions, gathers a small group for extra modelling, then feeds back patterns to shape the next lesson. Team teaching only improves learning when roles, planning time and assessment decisions are explicit. Without that structure, it can become one teacher leading while the other circulates, which weakens parity and reduces its value.

Definition of Team Teaching

As the name suggests, team teaching indicates a group of educators, teaching in a team. It may be comprised of 2 to 5 teachers who will prepare individual lesson plans and teach a topic, using the same activities and resources to the same group of learners. It is also called 'shared teaching' or 'co-teaching'. Team teaching is most beneficial when educators are collaborating effectively with one another, using dialogic approaches and share a common purpose.

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Key Takeaways

Team teaching fundamentally transforms classroom observation, leading to more precise learner support. With multiple educators present, diverse perspectives converge to identify individual learning needs and tailor interventions more effectively than solo teaching, as highlighted by Cook and Friend (1995).
Team teaching serves as a potent vehicle for accelerated teacher professional development. The collaborative environment, particularly when pairing experienced and early career staff, facilitates peer mentoring, shared reflection, and the acquisition of new pedagogical strategies, enhancing collective teacher efficacy (Hattie, 2012).
Effective team teaching necessitates robust planning and continuous dialogic communication. Establishing shared objectives, defining individual roles, and engaging in regular, structured planning sessions are important for successful implementation and overcoming potential challenges, as emphasised in the literature on collaborative practice (Hargreaves & Fullan, 2012).
Team teaching demonstrably boosts learner engagement and academic achievement. By providing diverse instructional strategies, increased opportunities for individualised support, and a more active classroom environment, this approach can lead to enhanced learning outcomes and improved social skills for learners (Slavin, 1995).

Pairing an experienced teacher with an early career teacher has clear benefits. The experienced teacher can explain the thinking behind key decisions, including how to use effective scaffolding approaches. This sort of modelling helps newly qualified teachers see how an expert teacher approaches tasks and monitors learner progress. These skills can often stay hidden from the wider education community.

Hub-and-spoke diagram showing team teaching at centre with four main components radiating outward — Hub-and-spoke diagram: Team Teaching Structure and Components

We have been utilising team teaching for creating inclusive classrooms that build learners' cultural capital. When staffing timetables allow it, we are encouraging our partner schools to support their action researchprojects in the presence of their colleagues. We have found that together, these teams develop much more objective observations.

Team teaching infographic showing definition, components, objectives and benefits of collaborative education — Team Teaching

This systems approach has helped our teacher community use new classroom resources to understand each learner's needs in more detail. It does take more time, and many schools do not have that luxury. When schools can make the time, we think the benefits of facilitating together are very strong, and many schools use their teaching assistants in this way. This guide outlines how schools can include this type of instructional practice in a professional learning agenda, alongside other effective teaching strategies. See also: Cooperative learning.

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Main Objectives of Team Teaching

There are many benefits of this approach to instructional practice. Classrooms can be lonely places for early career teachers. The following are some of the main objectives of team teaching:

1. To improve the quality of teaching;

2. To adapt classroom teaching to learners' abilities and interests;

3. To make the best use of each teacher's teaching style, interests and expertise in the teacher's community.

Main Characteristics of Team Teaching

Below are the main characteristics of Team-Teaching: Use it as a starting point for professional discussion: identify the learner's current need, record evidence from more than one lesson, and agree the next classroom adjustment with the SENCO or family.

Team teaching involves two or more teachers participating in the process of teaching;
The team-teaching activities are decided by the teachers themselves;
The team-teaching plan is flexible;
The team teaching is based upon the collective responsibility of teaching given to a small group of teachers rather than giving the entire responsibility of teaching to one teacher only. The responsibility is shared by all the the members of staff.
In the team- teaching different aspects of any topic are taught by an individual teacher turn by turn.
In the process of team-teaching, the needs of the learners, schools and currently used exciting variety of resources are considered.
Every teacher involved in the team-teaching process teaches and executes the team teaching process cooperatively.
Team-Teaching involves collaborative teaching and every teacher taking part in the team teaching applies his/her experiences, abilities and exciting variety of resources.

Team teaching educators observing learners and taking notes — Make insightful observations during team teaching

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9 Ways Your School Can Use Team Teaching

In the field of education, team teaching is a powerful tool that can significantly enhance the learning environment. Here are nine creative ways that schools can use team teaching to advance teacher knowledge, improve outcomes, and develop new skills:

Parallel Teaching: Two teachers simultaneously instruct different groups of learners within the same classroom. This approach allows for more focussed attention and targeted instruction based on learner needs. Teachers can provide differentiation strategies more effectively when working with smaller groups.
Station Teaching: Teachers set up different learning stations throughout the classroom, with each teacher responsible for specific stations. Learners rotate between stations, experiencing varied teaching styles and approaches. This method promotes learner engagement and allows for diverse learning experiences.
Alternative Teaching: One teacher works with the majority of learners while the other provides intensive support to a smaller group. This is particularly effective for supporting learners with special educational needs or those requiring additional challenge.
One Teach, One Observe: While one teacher leads the lesson, the other observes and collects data on learner learning, behaviour, or specific teaching strategies. This approach provides valuable feedback and helps teachers refine their practice.
One Teach, One Assist: One teacher takes the lead while the other circulates, providing individual support and clarification. This ensures that all learners receive personalized attention and support during instruction.
Team Teaching for Writing: Collaborate to enhance writing instruction by having one teacher focus on content development while the other addresses technical skills and mechanics.
Social-Emotional Learning Integration: Use team teaching to incorporate social-emotional learning components throughout academic instruction, with one teacher focusing on content and another on emotional regulation and social skills.
Critical Thinking Development: Partner teachers can work together to develop learners' critical thinking skills by presenting multiple perspectives and facilitating rich discussions.
Assessment and Marking Collaboration: Teachers can work together on marking strategies and assessment design, ensuring consistency and comprehensive evaluation of learner work while supporting self-regulation development.

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A process diagram showing how team teaching fosters professional growth for teachers, detailing steps from pairing to accelerated skill development. — Teacher Growth Process

Team teaching lets schools improve learning and boost teacher skills. Subject integration, like lesson study, helps. Teachers link different subjects to show learners real-world connections. For instance, an English teacher and a history teacher could team up (e.g., Lewis, 2002; Murata, 2011) to explore historical fiction.

Differentiated instruction is easier when two teachers share the class. One teacher can support learners who need extra help, while the other can stretch advanced learners. In team teaching, subject specialists can also work with SEN coordinators to support special educational needs and build more inclusive classrooms.

Large group teaching can work well for lectures (Vygotsky, 1978). In this model, one teacher leads while another supports and manages learners (Bandura, 1977).

Schools also use team teaching for staff development. Experienced teachers guide newer staff (Shulman, 1986), which builds knowledge in real classrooms (Dewey, 1938).

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What Is Team Teaching?

Research shows team teaching involves educators sharing responsibilities (Littleton & Mercer, 2013). Teachers plan, deliver, and assess learners together in the same space. This method needs teachers to blend expertise and teaching styles for better learning (Vygotsky, 1978).

Team teaching includes co-teaching, parallel teaching, and station teaching. Friend's research shows team teaching boosts learner engagement and success. Teachers who use each other's strengths and target specific learning needs see improved outcomes (Friend, n.d.).

Team teaching works best with good planning and shared ideas (Cook & Friend, 1995). Teachers should agree roles, talk often, and plan assessments together (Villa et al., 2005). This helps learners in inclusive classes, using everyone's skills well (Idol, 2006). It also saves time and resources (Murawski & Hughes, 2009).

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Benefits of Team Teaching for Learners and Teachers

Team teaching helps learners and teachers with combined instructor skills. Learners gain more from varied teaching styles, views, and expertise (Cook & Friend). Collaborative teaching aids learners with diverse needs, research shows. Teachers support different levels and keep the class involved (Cook & Friend).

Team teaching helps teachers learn and grow professionally. Teachers see colleagues teach, boosting their skills through shared work (Vygotsky). This helps teachers develop beyond their own abilities via peer support and modelling (Vygotsky, date unspecified).

Classroom management improves when teachers have extra support. With several staff in the room, flexible groups are easier to set up.

Teachers can quickly help struggling learners and extend advanced learners (Vygotsky, 1978). This reduces teacher workload and helps lessons respond to learners' needs. Active learning also meets diverse needs well (Tomlinson, 2014).

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Types of Team Teaching Models

Team teaching uses different models for diverse aims. Co-teaching means two teachers share instruction. Parallel teaching divides learners into smaller groups, taught separately. Station teaching rotates learners through centres managed by team members. (Friend, 2008; Cook & Friend, 1995; Villa, Thousand & Nevin, 2004)

Friend's research shows co-teaching helps learners with diverse needs in inclusive classrooms. Parallel teaching, a temporary class size reduction, boosts focused instruction. Station teaching lets teachers deliver specialist content and keep learners engaged (Friend, date).

When choosing a model, consider learners' needs, available resources, and the curriculum. Start with co-teaching to build team collaboration. As confidence grows, introduce parallel teaching or station teaching. Define roles, plan together, and reflect on learner progress to improve teaching.

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Overcoming Team Teaching Challenges

Team teaching success requires avoiding common pitfalls. Time limits are a big issue: teachers need time to plan lessons together (Little, 1990). Schools should change timetables for planning time (Rice, 2003). Ensure this change doesn't hurt other learners’ work (Friend & Cook, 2010).

Cook and Friend's research stresses the need to define roles early in a partnership. This helps prevent disagreements about the curriculum or classroom management. Regular meetings should include plans for handling disagreements well. The focus should stay on learner results, not personal preferences.

Good support helps with resource issues. Headteachers must provide spaces, resources, and training. Formal criteria for team teaching show its value (Fisher & Frey, 2013). Mentors for new team teachers aid knowledge sharing and build collaboration (Hattie, 2015; Timperley, 2011).

Written by the Structural Learning Research Team

Reviewed by Paul Main, Founder & Educational Consultant at Structural Learning

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Frequently Asked Questions

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What is team teaching in a UK school context?

Team teaching, often called co-teaching or shared teaching, means two or more educators lead the same group of learners together. They work together on lesson planning, teaching, and assessment in one classroom. The approach depends on shared responsibility for learner progress, instead of one teacher carrying the full workload alone.

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How do teachers implement team teaching in the classroom?

Teachers can use several team teaching structures. In parallel teaching, the class is split into two smaller groups. In station teaching, learners move between activities led by different team members. For this to work well, teachers need joint planning time and clear roles before the lesson starts.

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What are the benefits of team teaching for learning?

This approach allows for more targeted instruction and smaller group sizes, which helps teachers meet individual needs. It provides learners with different perspectives and teaching styles, making the learning environment more active. Evidence suggests that having two professionals in the room improves the quality of feedback and support given to every child.

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What does the research say about team teaching?

Studies often highlight that team teaching can lead to an improvement in learner outcomes of around 15 percent when implemented with a clear purpose. Research shows that pairing experienced staff with early career teachers reveals hidden skills and speeds up professional development through live modelling. The success of this model depends heavily on the quality of the collaboration between staff members.

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What are common mistakes when using team teaching?

A frequent error is failing to plan the specific roles of each teacher, which can lead to confusion for the learners. Some teams fall into a pattern where one person leads the lesson while the other does not actively contribute to the instruction. Schools must avoid using team teaching as a tool for managing behaviour without focusing on the specific academic objectives of the session.

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Which team teaching strategy is best for large classes?

Parallel teaching works well with big classes, lowering ratios. Alternative teaching lets one teacher support a few learners while another teaches most (Friend et al., 2021). This personalises learning, even when classrooms are busy (Cook & Friend, 1995).

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How to Plan Effective Team Teaching Lessons

Team teaching needs careful planning with set roles (Friend & Cook). Teachers must share goals and teaching approaches. Discuss how each educator will help the learner. Plan activities together to use everyone’s strengths.

Planning needs three key areas: teaching methods, classroom rules, and assessment. Teachers choose teaching styles and transition signals. Villa, Thousand, and Nevin (dates not included) found planned physical positioning improves learner engagement. Smooth lessons reduce confusion.

Shared documents detail teacher roles, resources, and backup plans. These plans should include timings, differentiation, and agreed behaviour strategies. Consistent teaching helps learners regardless of which teacher leads (DuFour & Fullan, 2013).

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Free Resource Pack

Download this free Pedagogy, Teaching Practice & Learning Design resource pack for your classroom and staff room. Includes printable posters, desk cards, and CPD materials. Use it as a starting point for professional discussion: identify the learner's current need, record evidence from more than one lesson, and agree the next classroom adjustment with the SENCO or family.

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Limitations and Critiques

Team teaching has a strong intuitive appeal, but the evidence is less settled than many school guides suggest. Hattie (2009) reported a low effect size for co-teaching itself, which challenges the assumption that adding a second adult to the room will automatically improve learning. The impact depends on the instructional design, not the staffing model alone.

A second critique concerns research quality. Scruggs, Mastropieri and McDuffie (2007) found that much of the co-teaching literature relies on qualitative accounts, teacher satisfaction and perceptions of inclusion rather than isolated attainment gains. This makes it difficult to separate the effect of co-teaching from extra staffing, novelty, smaller groups or more experienced teachers. De Weerdt, Simons, Struyf and Tack (2025) make a related point about conceptual and methodological credibility in team teaching research.

There are also cultural and practical limits. Models developed in North American inclusion settings may not transfer cleanly to UK schools with different SEND systems, staffing ratios, curriculum pressures and accountability demands. Power differences between subject teachers, teaching assistants and specialist staff can also weaken parity. For some neurodivergent learners, two adults giving overlapping explanations may increase cognitive load rather than reduce it, a concern consistent with Sweller's (1988) cognitive load theory.

These critiques do not make team teaching redundant. They show that its value lies in disciplined planning, clear roles, relational trust and careful assessment, rather than the simple presence of two adults in one classroom.

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References

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes.