In this literature review, I explore the research centered on co-teaching, including its history and evolution, labels and definitions, benefits and drawbacks, and working models, with the goal of making transfers to music teaching contexts. Established initially within an inclusive teaching framework as a result of governmental reforms, co-teaching expanded into professional development for teachers. Benefits to students include varied viewpoints, differentiation of instruction, more feedback, and extra attention. Co-teaching also offers teachers opportunities for collaboration, reduced professional isolation, and mentorship. Some researchers have identified drawbacks of co-teaching: potential confusion for students and inequitable distribution of work for teachers, leading one teacher to play a subordinate role to another. Multiple researchers have emphasized that administrative support and common planning time were essential for successful co-teaching.
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