Abstrakt
The study focuses on the efficiency of virtual co-teaching in comparison to traditional co-teaching. In its introductory part, the basic definitions of co-teaching are given and its models (strategies) explained.
Based on the study of professional sources, the most frequently presented advantages as well as limitations of the application of co-teaching are further described. Until now, co-teaching has been mainly associated with the joint teaching of special and general educators.
Also, very little quantitative research on co-teaching has been carriedout so far to confirm the effectiveness of this method, and the emphasis has been on traditional co-teaching (in face to face, frontal teaching). Further attention is given in this study to the application of classical andvirtual co-teaching inmainstreamschools.
The text of the study describes the design, implementation and evaluation of the experiments, which were carried out in primary and secondary schools under strictlymonitored conditions. The experiments showquite convincingly that the results of the test of students from the learned curriculum from teaching using virtual co-teaching are not statistically significantly better or worse than the results of the test of students fromthe learned curriculumfromteachingusing classical frontal co-teaching.