Collaborative (Co-) teaching is an increasingly popular model of instructional used to improve inclusive education outcomes. The woefully under theorized and researched arrangement involves multiple certified teachers—a general and special educator—sharing a classroom space and increased spectrum of student learning needs. Our multiyear Design-Based investigation of and intervention with co-teachers revealed the need to view co-teaching as an activity system. The focus of this paper includes the emergent themes uncovered and theoretical findings from the investigation, including the advancement of a novel sociocultural-oriented co-teaching framework, the Co-Teaching Implementation Framework. Also discussed is the key role of psychological safety and risk-taking within co-teaching teams and their capacity for learning to successfully implement instructional changes. Participants emphasized how performance is undermined if the risk of voicing disagreement or a deviation in the curriculum is too great, leading to silence, confusion, and resistance.

中文翻译：

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拆除无形的墙：设计、实施和理论化心理上更安全的共同教学以促进包容

协作（Co-）教学是一种日益流行的教学模式，用于改善全纳教育成果。可悲的是，理论和研究不足的安排涉及多位经过认证的教师——一名普通和特殊教育工作者——共享一个教室空间，并增加了学生学习需求的范围。我们对合作教师的多年基于设计的调查和干预揭示了将合作教学视为一种活动系统的必要性。本文的重点包括调查中发现的新兴主题和理论发现，包括推进一种新的面向社会文化的联合教学框架，即联合教学实施框架。还讨论了心理安全和冒险在联合教学团队中的关键作用以及他们成功实施教学变革的学习能力。参与者强调，如果表达分歧或课程偏差的风险太大，表现将如何受到破坏，从而导致沉默、困惑和抵抗。