Co-teaching has been played as an important approach to improve student
learning outcomes in general education classrooms. The objectives of this study were i)
to find out the impact of co-teaching implementation on student-teacher learning
outcomes. ii) to explore the perceptions of lecturers on co-teaching. The study took
place in Phnom Penh Teacher Education Colleges with the freshman students in
primary program 12+4 in the academic year 2021-2022. There were 150 student
teachers, 4 co-teachers, and 1 non-co-teacher (n=155) who joined this study. The data
were collected from pre-tests, post-tests, and surveys. The result showed that the
student-teacher learning outcome in co-teaching classes had been improved which was
very significantly different from non-co-teaching classes (P-value=0.000). Furthermore,
lecturers revealed positive perceptions about co-teaching. However, co-teachers also
reported some challenges and suggestions as well in implementing co-teaching processes.
The major challenge was time-consuming which caused them could not be well
prepared for their co-teaching classes. Anyway, based on the result of the study, co-
teaching presents as being an effective instructive teaching approach option for
enhancing the learning outcomes of students as well as the development of the teacher
profession.
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