Collaborative classroom management in a co-taught primary school classroom

The purpose of this study was to examine how teachers manage their classroom in co-taught lessons. The data were collected by observing and interviewing a pair of primary school teachers. The most important influence of collaboration on classroom management seemed to be the emotional support of another adult, and the opportunity to use different roles flexibly in the classroom. The results of the empirical research are discussed through comparison with classroom management in solo teaching.