Collaboration in the Co-teacher dyad in inclusive classrooms: Ownership vs. agency

This study examines the collaboration factors among co-teachers in inclusive co-taught classrooms in Greece. The participants included 52 dyads of general education teachers (GETs) and special education teachers (SETs); 104 co-teachers in total. SETs perceived their role to be assistive in the classroom. Multilevel modeling analysis was employed to predict individual co-teachers' collaboration scores using their own perceptions, their partners' perceptions, and classroom characteristics as predictors. Classroom ownership emerged as an important factor affecting the GETs' collaboration, whereas agency seeking emerged as an important factor affecting SETs' collaboration. Implications for teaching practice are discussed. (c) 2023 Elsevier Ltd. All rights reserved.