Transformation of Teaching through Co-Teaching and Innovative Methods

Svobodová, Zuzana; Kříž, Jaroslav; Veteška, Jaroslav

doi:10.2478/atd-2024-0017

Abstract

Introduction: The integration of digital technologies and virtual co-teaching has become a common practice in education. This was accelerated by the COVID-19 pandemic. These innovations play a key role in addressing global challenges and are a response to digital advances to which primary and secondary schools need to adaptively respond.

Methods: The study used thematic analysis and a scoping review to investigate the effectiveness of virtual co-teaching in primary and secondary schools, with a focus on new digital technologies and artificial intelligence.

Results: The results show that virtual co-teaching supported by the use of artificial intelligence is an effective alternative to traditional teaching methods that increases both the efficiency and flexibility of the learning process. Further research is necessary to show new possibilities and optimize the use of this method in formal education.

Discussion: Pupils should be divided into smaller groups, respecting their individual needs, abilities, and speed of learning. Artificial Intelligence assistants should be involved to support teachers and pupils.

Limitations: Experiments should be implemented in other subjects in primary and secondary schools.

Conclusions: Virtual co-teaching has a strong potential to contribute to future innovations in education, especially when combined with artificial intelligence to enable more personalized learning. It extends the pedagogical space with a virtual component – a virtual teacher or subject matter expert.

References

Arksey, H., & O’malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19-32. https://doi.org/10.1080/1364557032000119616
Search in Google Scholar Back to article
Bacharach, N., Heck, T. W., & Dahlberg, K. (2010). Changing the face of student teaching through coteaching. Action in Teacher Education, 32(1), 3-14. https://doi:10.1080/01626620.2010.1046353
Search in Google Scholar Back to article
Barnum, M. (2021). Despite Pandemic, There’s Little Evidence of Rising Teacher Turnover – Yet. Chalkbeat. Retrieved from https://www.chalkbeat.org/2021/4/6/22368846/-teacher-turnover-quitting-pandemic-data-economy
Search in Google Scholar Back to article
Barron, T., Friend, M., Dieker, L., & Kohnke, S. (2022). Co-teaching in uncertain times: Using technology to improve student learning and manage today’s complex educational landscape. Journal of Special Education Technology, 37(3), 439-446. https://doi.org/10.1177/01626434211033579
Search in Google Scholar Back to article
Berry, B. (2020). Teaching, learning, and caring in the post-COVID era. Phi Delta Kappa, 102(1), 14-17. https://doi.org/10.1177/0031721720956840
Search in Google Scholar Back to article
Chan, K. S., & Zary, N. (2019). Applications and challenges of implementing artificial intelligence in medical education: Integrative review. JMIR Medical Education, 21(6), e13930–e13930. https://doi.org/10.2196/13930
Search in Google Scholar Back to article
Chizhik, E. W., & Brandon, R. R. (2020). Making virtual co-teaching work in a Covid-19 environment. Issues in Teacher Education, 29(1-2), 142-148.
Search in Google Scholar Back to article
Czech School Inspectorate. (2020). Experience of Primary School Pupils and Teachers with Distance Education in the Second Half of the 2019/2020 School Year. Czech School Inspectorate.
Search in Google Scholar Back to article
Czech School Inspectorate. (2021). Annual Report of the Czech School Inspectorate for the School Year 2020/2021. Czech School Inspectorate.
Search in Google Scholar Back to article
Česká školní inspekce. (2020). Zkušenosti žáků a učitelů základních škol s distanční výukou ve 2. pololetí školního roku 2019/2020.
Search in Google Scholar Back to article
Česká školní inspekce. (2021). Výroční zpráva České školní inspekce za školní rok 2020/2021.
Search in Google Scholar Back to article
Glaser, N. (2023). Exploring the potential of ChatGPT as an educational technology: An emerging technology report. Technology, Knowledge and Learning, 28(4), 1945-1952. https://doi.org/10.1007/s10758-023-09684-4
Search in Google Scholar Back to article
Guo, S., Sun, T., Gong, J., Lu, Z., Zhang, L., & Wang, Q. (2022). Remote co-teaching in rural classroom: Current practices, impacts, and challenges. ArXiv.org. https://doi.org/10.48550/arxiv.2203.16042
Search in Google Scholar Back to article
Haque, M. U., Dharmadasa, I., Sworna, Z. T., Rajapakse, R. N., & Ahmad, H. (2022). I think this is the most disruptive technology: Exploring sentiments of ChatGPT early adopters using Twitter data. ArXiv, abs/2212.05856
Search in Google Scholar Back to article
Iivari, N., Sharma, S., & Ventä-olkkonen, L. (2020). Digital transformation of everyday life – How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? International Journal of Information Management, 55, 102183-102183. https://doi.org/10.1016/j.ijinfomgt.2020.102183
Search in Google Scholar Back to article
Kiger, M. E., & Varpio, L. (2020). Thematic analysis of qualitative data: AMEE guide no. 131. Medical Teacher, 42(8), 846-854. https://doi.org/10.1080/0142159X.2020.1755030
Search in Google Scholar Back to article
Kursch, M. (2019). Trendy v digitalizaci metod vzdělávání. In J. Veteška (Ed.), Vzdělávání dospělých 2018 – transformace v éře digitalizace a umělé inteligence (Adult education 2018 – Transformation in the era of digitization and artificial intelligence: Proceedings of the 8^th International Adult Education Conference; pp. 199–210). Česká andragogická společnost (Czech Andragogy Society).
Search in Google Scholar Back to article
Kursch, M., Liška, R., Tureckiová, M., & Kříž, J. (2022). Efficiency of virtual co-teaching. In B. Pitula and M. Kowalski (Eds.). Co-teaching – Everyday life or terra incognita of contemporary education? (pp. 145-159). V&R Unipress.
Search in Google Scholar Back to article
Ministerstvo školství, mládeže a tělovýchovy ČR. (2020). Methodological Recommendations for Distance Education.
Search in Google Scholar Back to article
Murawski, W. W. (2017). Beyond Co-Teaching Basics: A Data-Driven, No-Fail Model for Continuous Improvement. ASCD.
Search in Google Scholar Back to article
Oleksiyenko, A., Shchepetylnykova, I., & Furiv, U. (2023). Internationalization of higher education in tumultuous times: Transformative powers and problems in embattled Ukraine. Higher Education Research and Development, 42(5), 1103-1118. https://doi.org/10.1080/07294360.2023.2193727
Search in Google Scholar Back to article
Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher Education for the Future, 8(1), 133-141. http://doi.org/10.1177/2347631120983481
Search in Google Scholar Back to article
Sakalli, Ö., Altinay, F., Altinay, M., & Dagli, G. (2021). How primary school children perceive tolerance by technology supported instruction in digital transformation during Covid 19. Frontiers in Psychology, 12, 752243-752243. https://doi.org/10.3389/fpsyg.2021.752243
Search in Google Scholar Back to article
Sokal, L., Trudel, L. E., & Babb, J. (2020). Canadian teachers’ attitudes toward change, efficacy, and burnout during the COVID-19 pandemic. International Journal of Educational Research Open, 1, 100016. https://doi.org/10.1016/j.ijedro.2020.100016
Search in Google Scholar Back to article
Spiteri, J., Deguara, J., Muscat, T., Bonello, C., Farrugia, R., Milton, J., & Said, L. (2022). The impact of COVID-19 on children’s learning: A rapid review. Educational and Developmental Psychologist, 40(1), 5-17. https://doi.org/10.1080/20590776.2021.2024759
Search in Google Scholar Back to article
Steiner, E. D., & Woo, A. (2021). Job-related stress threatens the teacher supply: Key findings from the 2021 State of the U.S. Teacher Survey. RAND Corporation. https://doi.org/10.7249/RRA1108-1
Search in Google Scholar Back to article
Svobodová, Z. (2023). Virtuální co-teaching jako součást inovativních metod 21. století. Prague: Pedagogická fakulta, Univerzita Karlova.
Search in Google Scholar Back to article
Svobodová, Z., Kursch, M., & Veteška, J. (2021). Problems and obstacles of distance learning in the point of view of primary school teachers in the “COVID period.” In I. A., Sánchez, P. Kommers, T. Issa, and P. Isaías (Eds.), Proceedings of the International Conferences on Mobile Learning and Educational Technologies (pp. 83-90). IADIS.
Search in Google Scholar Back to article
Svobodová, Z., Veteška, J., & Dvořáková, D. (2022). Virtual co-teaching through the eyes of primary and secondary school students. In B. Pitula and M. Kowalski (Eds.), Co-Teaching – 228 Everyday Life or Terra Incognita of Contemporary Education? (pp. 125-143). V&R Unipress,
Search in Google Scholar Back to article
Uto, M., & Okano, M. (2020). Robust neural automated essay scoring using item response theory. In H. U. Hoppe, G. Agnello, J. K. T. Tang, S. S. C. Young, T. Y. Liu, and R. H. Huang (Eds.), Artificial Intelligence in Education (pp. 549-561). Springer. https://doi.org/10.1007/978-3-030-52237-7_44
Search in Google Scholar Back to article
Velentza, A.-M., Fachantidis, N., & Lefkos, I. (2022). Human–robot interaction methodology: Robot teaching activity. MethodsX, 9, 101866-101866. https://doi.org/10.1016/j.mex.2022.101866
Search in Google Scholar Back to article
Veteška, J., & Kursch, M. (2021). Research on gamification usage in distance learning during the COVID-19 period. In J. Veteška and M. Kursch (Eds.). Vzdělávání dospělých 2020 – reflexe, realita a potenciál virtuálního světa (Adult education 2020 – Reflection, reality and potential of the virtual world: Proceedings of the 9th international adult education conference; pp. 46-56). Česká andragogická společnost,
Search in Google Scholar Back to article
Veteška, J., Kursch, M., Svobodová, Z., & Paulovcakova, L. (2022). Longitudinal co-teaching projects: Scoping review. In D. Ifenthaler, P. Isaías, D. G. Sampson (Eds.), Orchestration of Learning Environments in the Digital World. Cognition and Exploratory Learning in the Digital Age. Cham: Springer. https://doi.org/10.1007/978-3-030-90944-43
Search in Google Scholar Back to article
Veteška, J. et al. (2020). Longitudinal co-teaching projects – scoping review. In Proceedings of the 17th International Conference on Cognition and Exploratory Learning in the Digital Age (pp. 115-123). CELDA.
Search in Google Scholar Back to article
Vijaya Shetty, S., Guruvyas, K. R., Patil, P. P., & Acharya, J. J. (2022). Essay scoring systems using AI and feature extraction: A review. In Proceedings of Third International Conference on Communication, Computing and Electronics Systems: ICCCES 2021 (pp. 45-57). Springer Singapore.
Search in Google Scholar Back to article
Warschauer, M., & Grimes, D. (2008). Automated writing assessment in the classroom: Integrative review. Pedagogies: An International Journal, 3(1), 22-36. https://doi.org/10.1080/15544800701771580
Search in Google Scholar Back to article
Wilson, B. G., & VanBerschot, J. L. (2014). Co-teaching an online action research class (Co-enseignement et classe de recherche-action en ligne). Canadian Journal of Learning and Teaching, 40(2), 1-18. https://doi.org/10.21432/T2KW20
Search in Google Scholar Back to article
Zamarro, G., Camp, A., Fuchsman, D., & McGee, J. B. (2021). Understanding how COVID-19 has changed teachers’ chances of remaining in the classroom. Education Reform Faculty and Graduate Students Publications.
Search in Google Scholar Back to article
Zhai, X. (2023). ChatGPT for next generation science learning. Crossroads, 29(3), 42-46. https://doi.org/10.1145/3589649
Search in Google Scholar Back to article

Transformation of Teaching through Co-Teaching and Innovative Methods

Abstract

Paradigm

My account