Exploring co-teaching in higher education: Core elements for a practical approach
In this chapter, we highlight how co-teaching can address crucial issues in higher education (HE). In this case, the need for interdisciplinary collaboration, reflective practice and professional development is essential. As researchers in pedagogy, we collaborate with theology educators within the Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education (DIKU) on the Teaching and Learning Theology in Crisis (TLC) project. Through this partnership, we position co-teaching as a means of jointly reflecting upon and critically evaluating teaching practices. In our study, we present the HE observation model we previously developed in earlier project work, comprising assessment, interpretation, judgement and self-evaluation, to demonstrate how it can support reflection, professional dialogue and pedagogical development in co-teaching contexts. We also show how the GLL model (Happened [Gjort], Learned [Lært], Ideas [Lurt]) can structure individual and collaborative learning through reflective practice. Grounded in digital classroom observations and collaborative work with theology educators, we reflect on how co-teaching can enhance student learning, support interdisciplinary engagement and foster professional growth. This chapter offers practical guidance for implementing co-teaching and contributes conceptual tools for researchers examining collaborative teaching in HE.
Publisert i 2025
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