Co-teaching in inclusive classes: The development of multi-professional cooperation in teaching dyads

We investigated the development of general teachers' and special education teachers' cooperation in teaching dyads in inclusive classes. At the beginning, the middle, and the end of the school year, 13 dyads reported on their cooperation behavior and 184 students rated their perception of these teaching dyads' cooperation. Multilevel analysis revealed no change in cooperation behavior for general and special education teachers. No reciprocal effects between the dyad members' cooperation behavior occurred. Students' perception of the dyadic cooperation decreased. The results indicate that the dyad members failed to harmonize as an effective teaching dyad.