Co‐teaching has become a well‐known way of working among Finnish teachers in recent years. Teachers’ collaboration is becoming increasingly important in light of the rising number of diverse students in regular classes. In an ideal co‐teaching context, teachers collaborate as equals, recognise and respect each other’s skills and competencies, and strengthen and support each other. In this study, we examine teachers’ views on co‐teaching and investigate which background factors explain teachers’ views concerning the benefits and the challenges of co‐teaching. The data obtained from Finnish basic education teachers’ (N = 694) responses to an online questionnaire are analysed quantitatively. The results show some differences among the teachers’ views. Subject teachers perceive more challenges in co‐teaching than class and special education teachers. Class teachers perceive the fewest challenges. Although teachers are generally interested in co‐teaching and some of them co‐teach regularly, they also report several barriers to its application. The explanatory factors concerning the differences in teachers’ views are gender, teachers’ co‐teaching experiences, the amount of co‐teaching per week and working as a class teacher.

中文翻译：

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芬兰教师对共同教学的看法

近年来，共同教学已成为芬兰教师中一种众所周知的工作方式。鉴于常规班级中多样化学生的数量不断增加，教师的合作变得越来越重要。在理想的共同教学环境中，教师们平等协作，认识并尊重彼此的技能和能力，并相互加强和相互支持。在这项研究中，我们研究了教师对共同教学的看法，并调查了哪些背景因素解释了教师关于共同教学的好处和挑战的观点。数据来自芬兰基础教育教师（N = 694）对在线问卷的答复进行了定量分析。结果表明，教师观点之间存在一些差异。与班级和特殊教育老师相比，学科老师在共同教学中所面临的挑战更多。班主任认为挑战最少。尽管教师通常对共同教学感兴趣，并且其中一些人经常进行共同教学，但他们也报告了其应用的一些障碍。关于教师观点差异的解释性因素包括性别，教师的共同教学经历，每周的共同教学量和作为班主任的工作量。