Co-teaching and motivation: towards a model of emotional collaboration in the classroom.
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Abstract
Co-teaching (CT) is a pedagogical model in which two or more teachers collaborate jointly in order to strengthen educational quality, interpersonal relationships and the professional development of teachers. The objectives of this study were: to analyze the relationship between CT and student learning motivation, to identify significant differences in the perception of CT according to demographic variables, and to examine the perception of student motivation in relation to the CT experience. The study participants were 758 Compulsory Secondary Education (ESO) students, 377 females (49.7%), 351 males (46.3%), and 30 students (4%) who did not specify their gender. Most of the students were between 12 and 15 years of age. A questionnaire was used to measure the Shared Teaching perspective, and the Motivational Evaluation of the Learning Process Scale. A descriptive and correlational analysis was performed. Among the most important results, a significant percentage of students have had CT experience. Women and younger students, as well as those in the first and fourth years of ESO, report greater satisfaction with shared teaching. Differences in inclusion are related only to the course. Students who have participated in CT show higher levels of intrinsic and extrinsic motivation. With the above, we conclude that CT is an effective pedagogical model for improving intrinsic and extrinsic motivation, school climate and students’ academic performance.
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