Co-teaching in non-linear projects: A contextualised model of co-teaching to support educational change

Co-teaching is regularly paired with school improvements and educational reforms, yet research does not clearly separate the challenges of co-teaching for teacher professional development, course improvement wider reforms. We explored how emerged what barriers teachers experienced as meaningful their after a national core curriculum reform. Two cross-sectional data sets were collected. Three qualitatively different profiles emerged: highly collaborative, imbalanced co-operative co-teaching. However, teachers’ experiences varied. Finally, we propose model contextualised that supports implementing researching part second-order changes.