Students’ Perceptions of Instruction in Co-Teaching Classrooms: A Systematic Literature Review and Thematic Analysis

Abstract

As more schools adopt inclusive practices, the need for schools to understand how students perceive these practices grows. The current study explores K–12 students’ perceptions of co-teaching through a systematic review and thematic analysis of the literature. Through an analysis of quantitative, qualitative, and mixed-methods research from journals and dissertations, this review shows the importance of attending to contextual variables surrounding co-teaching and how these may serve as mediating factors for students’ perceptions. Using an open-ended date range for studies and including gray literature allowed for robust findings that synthesize comprehensively how students view co-teaching. Key findings include students’ perceived success academically and preference for co-teaching. Additionally, results indicated a pattern of students’ negative perceptions of co-teaching when teachers experienced many professional demands. However, the lack of reported socially constructed contextual variables, such as race and gender, limited insights into how students make meaning of co-teaching. On the basis of these findings, we discuss implications for research, policy, and practice.