Collaborative teaching is a pedagogical practice that in the past was associated most closely with inclusion and special education in the United States. Also known as team teaching, co‐teaching, partnership teaching. or teacher collaboration, this pedagogical practice has been extended to be practiced in English‐language education settings. While the research on the benefits of collaborative teaching suggests that it is a promising practice both for the teachers involved and the students they teach, the management and implementation of collaborative teaching can be a challenge. This entry summarizes collaborative teaching in English‐language instruction and findings that provide evidence for the efficacy of this practice and discusses administrative issues in the effective planning, implementation, and support of collaborative teaching in ELT .

This article reports on a semester-long project where a TESOL professor and English Education professor modeled collaborative teaching and explicitly taught collaboration skills to a coscheduled teaching methods class consisting of TESOL and Secondary English teacher candidates. Data were collected in the form of pre-and postsemester surveys. In addition to the quantitative survey data, reflections from the candidates were analyzed as were focus group discussions from both groups. The data suggest that explicit instruction and modeling have a positive effect on knowledge and beliefs of preservice teachers relating to professional collaboration.

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