Role of teacher culture in the implementation of co-teaching between special and class teachers in Finnish schools - a multiple case study

The aim of this study was to capture the characteristics of teacher collaboration and aspects of teacher culture which hinder or enable co-teaching in Finnish schools where co-teaching has been implemented. The data of this multiple case study were collected in three Finnish primary schools where co-teaching between special education and class teachers has been implemented. Data comprised three focus group interviews with teachers (N = 12), and was analysed with a deductive approach, guided by Hargreaves’ ([1994]. Changing teachers, changing times. Teachers’ work and culture in the postmodern age. Cassell.) forms of teacher culture. Differences and similarities regarding the characteristics of teacher collaboration in the schools appeared. The results indicate that a teacher culture characterised by a certain flexibility, collective autonomy and support from the school leader enables co-teaching. To make progress, teachers need leadership to impose guidelines. This leadership is particularly important when teachers choose not to collaborate and when the location of learning is prioritised over the quality of instruction.