Team teaching: the review of international empirical research

teamwork and team teaching are integral to educational practice, for instance in the case of integrative or inclusive education aiming to support the development of children with special needs. In addition, team teaching has increasingly been used to prepare students for teaching practice and during the practice itself. The results of the study assessing effectiveness and potential of team teaching are considered as contradictory, due to (among other things) an undifferential use of the concept and the breadth of the research tasks. In English-speaking countries, the study of team teaching started earlier than in German-speaking countries. Therefore, the authors review empirically gathered practices of English-speaking countries. They consider various models of understanding the team teaching method and highlight they key points of the concept definitions. Then, based on meta-analysis and meta-synthesis, they summarize the results of the following studies: Armstrong (1977): Team teaching and student performance. Armstrong (1977): Teamteaching und Schülerleistungen. Schustereit (1980): Team teaching and student performance. Schustereit (1980): Teamteaching und Schülerleistungen. Murawski und Swanson (2001): Meta-analysis of team teaching. Where is the data? Murawski und Swanson (2001): Eine Meta-Analyse zu Teamteaching. Wo sind die Daten? Scruggs, Mastropieri und McDuffie (2007): Team teaching in inclusive education: meta-synthese of qualitative studies. Scruggs, Mastropieri und McDuffie (2007): Teamteaching im inklusiven Unterricht: eine Metasynthese qualitativer Studien  Baeten und Simons (2014): Team teaching in teacher training: models, effectiveness and conditions for implementation. Baeten und Simons (2014): Teamteaching in der Lehrerbildung: Modelle, Effekte und Bedingungen zur Implementation. The analysis of the presented studies shows that the team teaching method has been studied through quantitative research of its impact on student performance. Such studies provide ambiguous, often contradictory effectiveness indicators. Qualitative studies of this phenomenon have revealed the overall positive trends of team teaching