Teacher Readiness For Co-Teaching In Malaysian Primary School
DOI:
https://doi.org/10.70148/rise.v3i3.9Keywords:
Co-teaching, teacher readiness, inclusive education, Malaysian primary schools, collaborative teachingAbstract
Co-teaching is widely recognized as an effective instructional approach for promoting inclusive education through collaborative practice. However, empirical evidence on teachers’ readiness for co-teaching in Malaysian primary schools remains limited. This study investigates teachers’ readiness for co-teaching and the individual and institutional factors shaping its implementation. Adopting a qualitative interpretivist approach, semi-structured interviews were conducted with twelve purposively selected primary school teachers from five public schools in Selangor and Negeri Sembilan. Data were analyzed using thematic analysis supported by NVivo software. The findings reveal that teachers’ readiness for co-teaching is multidimensional and constructed through three interrelated domains: (1) cognitive and pedagogical readiness, referring to teachers’ knowledge of co-teaching models, lesson planning, and differentiated instruction; (2) affective and motivational readiness, encompassing trust, openness to collaboration, shared responsibility, and emotional confidence; and (3) institutional and collaborative support, including leadership facilitation, time allocation for co-planning, and access to professional development. Although teachers generally demonstrated positive dispositions toward co-teaching, readiness was constrained by limited formal training, unclear role delineation, and structural time pressures. Drawing on these findings, the study proposes the Co-Teaching Readiness Model (CTRM), conceptualizing readiness as a dynamic interaction among cognitive, affective, and institutional domains strengthened through reflective professional learning. This study contributes empirically and conceptually to the literature on collaborative teaching and inclusive education in Malaysia. The findings hold significant implications for teacher education, school leadership, and policy development aimed at strengthening sustainable co-teaching practices in primary education.
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