Research paper
This research paper, written by Jonna Kangas (LAUREA, Finland) and Ditte Amund Basballe (VIA, Denmark), provides the academic grounding for the co-education model developed within the XXI-EU-TEACH project.
Drawing on a systematic review of 15 empirical studies on co-teaching, it examines what the research literature says about bringing pre-service and in-service teachers together in shared, symmetrical learning processes. The paper shows that co-teaching can bridge the persistent gap between university-based theory and classroom practice, strengthen teacher identity, and build transversal competencies for both groups.
It also highlights a recurring pitfall: in most existing models, pre-service teachers still end up in a subordinate role rather than as equal contributors. The Danish implementation within the project is presented as a concrete example of how intentional design and facilitation can overcome this, creating a truly reciprocal learning environment.
