EAM teaching: review of international empirical research II

the article contains the review of the international English speaking empirical studies on team teaching. Today the teamwork and team teaching is the inherent part of everyday teachers' activities, for instance, in the case of integrative and inclusive education aimed at supporting the children with special needs. Besides, team teaching and inclusive education are used at the practical stages of pedagogical education more and more often. The obtained results from the point of view of effectiveness and potential application of team teaching and co-teaching are sometimes contradictive, in particular regarding the ambiguous terms application, and because of using different schemes of investigations. In English speaking countries there are long standing traditions of team teaching research and co-teaching in comparison with German speaking countries. That is why it is reasonable to make a review of knowledge obtained empirically in English-speaking countries by the empirical way. In the first article written by the authors and published in the journal «Lifelong Learning: XXI century» the main information on team teaching was presented at the meta-analysis and meta-synthesis levels in the context of inclusive educational methods. The article contains recently obtained data, connected with the studies not only in the field of inclusive education, but also including other aspects, such as: the impact of team teaching on the students, teachers, the educational process development, organizational development, etc. The review offered by the authors might be of interest for the researchers in the field of educational technologies, for methodologists, and may be used in the system of continuous professional-pedagogical education.