# data[].attributes.body
I find the co-teaching rotation model appealing because it moves away from one teacher leading and the other just assisting. Alternating roles allows both teachers to stay actively involved and respond better to students’ needs. As a student teacher, I haven’t experienced this model fully, but I’ve seen how even small moments of shared teaching can make lessons more dynamic and supportive for students.

I agree that teachers should bring their strengths but stay flexible. In practice, this can be challenging, accepting others’ ideas means questioning your own habits, but it also leads to better results. From what I’ve observed, when teachers are open to feedback and adjust their approach, the learning experience becomes richer and more collaborative for both teachers and students.

# data[].attributes.body
The co-teaching rotation model is a very interesting and practical approach to collaboration. It allows teachers to take turns leading different parts of the lesson or working with different groups, which keeps teaching dynamic and makes better use of each teacher’s strengths. Instead of one fixed role, responsibilities are shared and rotated, which can improve both student engagement and teaching quality.

I do find it effective, especially in:

Differentiated classrooms (students at different levels)

Language teaching (e.g., one teacher focuses on speaking, another on writing)

Project-based learning

From experience, even informal versions of this model (like splitting tasks or rotating activities) tend to:

Reduce teacher workload

Increase student participation

Provide more individualized support

On flexibility and sharing best practices

I strongly agree with Valentina’s point. A successful co-teaching environment depends on two things:

1. Bringing your strengths (methods, strategies, classroom management)

2. Being open to change

In reality, this balance can be challenging. Some teachers are comfortable with their own style and may resist change. However, the most productive collaborations happen when teachers:

Listen to each other

Test new ideas

Reflect together after lessons

On constructive criticism

Acting on feedback from other teachers can be uncomfortable at first, but it’s one of the fastest ways to improve.

From experience:

Feedback from colleagues is often more practical than theoretical advice

Small suggestions (e.g., changing activity timing or instructions) can make a big difference

When feedback is respectful and specific, it builds trust rather than tension

However, this only works in a supportive environment. If criticism feels judgmental, teachers may become defensive instead of improving.

Final thought

The co-teaching rotation model is effective and worth applying, but its success depends less on the structure itself and more on the mindset of the teachers—openness, flexibility, and willingness to learn from one another.

# data[].attributes.body
I think it's a very good idea, especially with younger children. This way the teacher doesn't have to sacrifice time from the lesson to respond to each question, that burden is cut in half, and the children are managed better. I can imagine that some issues can arise from different perspectives over the lesson between the teachers, but I think that is even better, since you can get a fresh perspective.

# data[].attributes.body
I find intersting  theat method. Collaborations is important from students. The teacher must be flexible and permanently adapt to the requirements of the society he / she is a member of.

# data[].attributes.body
In my opinion, co-teaching rotation can be very useful for sharing ideas and ways of thinking that are useful in everyday life

# data[].attributes.body
Co-teaching is a very interesting model. I'm atending a course with my colegues to implement this model in our school

# data[].attributes.body
in our country, each class has one teacher. But in primary school it can happen to be a step by step program in which co-teaching is mandatory. In the morning the first teacher introduces the new element of writing and in the afternoon the second teacher will have games, songs or painting classes.

# data[].attributes.body
Co-teaching is a very interesting model, in Italy some classes in Secondary schoo are taught by two teachers of different subjects, and I think there should be more opportunities for teachers to work together in the same period, as it would have positive effects in classroom management, support of students in mixed abilities classes, increased time for lesson and PBL planning, students' assessment.

# data[].attributes.headline
Jeane de Fatima, Rio de Janeiro - Brasil  

# data[].attributes.subject
Jeane de Fatima, Rio de Janeiro - Brasil  

# data[].attributes.body
In collaborative work, students assume in the classroom
their own learning and develop metacognitive skills to monitor and direct their
learning and performance. When there is interaction between people in a collaborative way,
through an authentic activity, they bring their own schemas of thought and their
prospects for the activity. Each person involved in the activity can see the problem of
different perspective and are able to negotiate and generate meanings and solutions through a
shared understanding. The constructivist proposal led to an understanding of how
learning can be facilitated through engaging and constructive activities. This model
of learning emphasizes the construction of meanings with active participation in social contexts,
cultural, historical and political.
The crucial element of active participation is the exchange of experiences through dialogue.

# data[].attributes.body
The first model mentioned by Valentina was clearly not collaborative between teachers and as she has pointed out students take us teachers as a role model, so they were not learning to collaborate by model. Her observation on in flexible to adapt to a new way of teaching and trying to encoure other teachers is also a key thing! If we do not collaborate among ourselves what are we really teaching? However, as she also pointed out it can take some time to get teachers involved in collaborative ways, but I think that showing results can be a great teaching for teachers.

# data[].attributes.body
I think this method is very good and it clearly has its obvious advantages. However, I haven't got much experience with it. I think that a co-teaching partnership can be put into practice using a variety of methods and doesn’t necessarily use the same teaching model every day. The method chosen by the teachers is determined by their individual teaching styles, the unique needs of the classroom, and the lesson being taught. I think that co-teachers must manage varying levels of preparation for each model, differences in their knowledge and teaching styles, and the individual needs of students.

# data[].attributes.body
Involving students in projects  brings new skills and develops collaboration.
As in my school is being practiced the teaching progress is traditionally by many teachers. I try to involve them in dixhital platforms like E-Twinning.
Being a teacher of English, i have more opportunities to get involved and participate in online seminar or conferences.

# data[].attributes.body
I find intersting  theat method. Collaborations is important from students. The teacher must be flexible and permanently adapt to the requirements of the society he / she is a member of.

# data[].attributes.body
Collaboration is essential, not only between students, but between teachers. This models is great and, unfortunatelly taking in consideration the portuguese case, much easier to implement in primary schools. In secondary and basic schools is hard, because of the complexity of the subjects and the hard, long and strict curriculum implemented. We have much to learn with flexibility examples and we have them here in Portugal, if we consider the outstanding work of Escola da Ponte. I believe teachers are more open to being assessed by peers now, for it has been done for quite a few years and it is more and more constructive in the cases I have experienced.

# data[].attributes.body
I teach English and often collaborate with other teachers in the classroom. I think cooperative teaching can be very effective for students.

# data[].attributes.body
What a wonderful cooperation between the two teachers. In my school we are four teachers where we could do some simultaneous teaching in supporting better the delivery of the lesson. BUT, it is difficult to apply because of different approaches and interpersonal relations. They think that simultaneous teaching is extra work, unfortunately! I wish I found teachers to cooperate better!

# data[].attributes.body
I think this method is a great idea and it clearly has its obvious advantages. However, I haven't got much experience applying it. I feel open to constructive criticism. From my own experiene, I've noticed that this strategy can be applied successfully when two teachers (foreign language) teach the same class groups. The video has inspired me to invite one student form the group to work together as a teacher because I work with senior students.

# data[].attributes.body
In my point of view, collaboration is the main way to give  the students  a model of collaboration.
How I teach in a secondary school I have different type of colleagues. It's difficult to implement this kind of teaching, but it's not impossible. We need a lot of time to dialogue with our colleagues.

# data[].attributes.body
Collaboration is the only way to give the students a model of collaboration. The problem is to maintain your own teaching style trying to meet your colleague's one. In a team of 3/teachers you can find one or two of them open to collaboration. When I find them I try to create a project together: it can be an e-twinning project or something linked with the lessons or to some experience, such a s a school trip. You spend a lot of time organizing the work with colleagues, but it is worth because you are really giving the students a positive message and model.

# data[].attributes.body
I teach in a secondary school, i have different type of collegues .This rotation is allmost impossible in my school, but the way Valentina use it is very helpful, even for the teachers with experience.

# data[].attributes.body
In this way of teaching, the teachers in classroom start with a involvement of disabled pupils to create groups of student who can help each other in activities in a sort of Tutorying method based on working in pairs or in groups.

# data[].attributes.body
My padlet
https://padlet.com/erazmus137sou/9kpf3f48m5ov?utm_source=started_a_padlet&utm_medium=email&utm_content=padlet_url&utm_campaign=started_a_padlet

# data[].attributes.body
I teach in a secondary school and in my experience it's very difficult find the time and the will to work togheter with other teachers. When it happened I find the opportunity very useful but I have to admit that this happens only one or two times a year.

# data[].attributes.body
As other colleagues wrote in their previous posts, I also have the impression that the “co-teaching rotation” method fits for kindergarten more than for high school students. Anyhow, I agree with Valentina Marinova’s general statements about teachers collaboration, particularly about her closing lines, that correspond to my own experience too: “successful teacher collaboration begins with finding time to connect with colleagues, remaining open, sharing thoughts, and being ready to provide support.”

# data[].attributes.body
What do you think about the ‘co-teaching rotation’ collaboration model mentioned by Valentina? Do you find it an interesting approach, and is it one you have experience with?

I find this ‘co-teaching rotation’ collaboration model interesting but I’ve no experience with. In my school in certain classes there are two teachers but one of the teachers is responsible for everything (planning, assessing, etc) and the other just helps manage student’s conflicts and difficulties.

Valentina mentions the need for teachers to bring their best skills and practices to the team while remaining flexible to adapt them in case others suggest better ways of working. Do you agree with this, and what are your experiences of acting on the constructive criticisms of other teachers?

I agree with this, if it’s a better way of working there is no problem in incorporate that in my practice. Sometimes it’s difficult to realize that in fact the suggestion is better.

# data[].attributes.body
First of all it saves a lot of time and energy when you get a first hand information about the needs and competences of the students you teach. You are more prepared, focused and sure about the content you prepare for your classes. It is beneficial for the students as well, since the weaknesses of one teacher in a certain area or topic can be overcomed by  the other teacher who can be more knowledgeable or skilled. In my school, teachers rely on other teachers experience and competences and collaboration is an inevitable part of our everyday work.

# data[].attributes.body
The presence of more than one teacher in the class seems essential to me. It also allows a better attention to diversity and improves programming as they acquire greater wealth. On the other hand it allows that the collaboration between the teachers is authentic since they work on the same group of students.

# data[].attributes.body
I think this method can be applied to primary school only. It is very interesting but I have no experience of it. It is very important to share ideas and suggestions between teachers and take everything good comes from the collaboration.

# data[].attributes.body
Co-teaching is a skill that requires openness, good-will and modesty from the participants. It's hard to put into practice, though it sound wonderful in theory

# data[].attributes.body
Ismailli, Azerbaijan
I like the model “co-teaching rotation” that she mentioned. I agree with my colleages by this point of view. We also do like this. Sometimes we were two teachers in one classroom. While I was doing the activity with kids other teacher observed me and students, while she was doing activity with kids I was observing students and her. We had checklist for assessments for both students and teachers. So if we try to improve collaboration we should do it first.

# data[].attributes.body
In my classroom there are 22 pupils and I work with them 22 hour a week, my collegue works for the same hours but we work together only for 4 hour a week. for the rest of the time we work separately. This situation isn't useful if you want to change your way of teaching. We can do labs and collaborative lessons but it is always very stressful without any help

# data[].attributes.body
I have never tried this "co-teaching rotation" method, because I have the impression that this method goes to kindergarten more than in high school students. Eventually, I can say that in classes where there are pupils with special educational needs, there is a support teacher who helps students to attend the curriculum in their own rhythm of assimilation and understanding. There is another option when pupils are divided into two groups in intensive classes, but each group deals with another teacher the same exercises and problems. I do not think this method works in high school.

# data[].attributes.body
The ‘co-teaching rotation’ collaboration model mentioned post by Valentina is a similar teaching model used in Romania. In romanial educational system during preschol period reffers to pupils from 2 years old to 5 years old. There a two teachers educators at the same group of chindren. One is doing activities with children in the morning from 8 to 12 a.m. and the other one is doing activities from 12 to 17pm.This program is avalable for one week and then they change the daily tasks they rotate for the next week in the same time schedule. It is likely a co-teching rotation presented here.
This tehnique is helpful for children so they can develop collaborative work, reflexive thinking, and also can improve teaching. This kind of activities are integrated it is called integrated activities in our educational system.

# data[].attributes.body
I like the model “co-teaching rotation” that she mentioned. I think it is useful and I experienced something like that when I was at university’s internship program. We were two teachers in one classroom. While I was doing the activity with kids other teacher observed me and students, while she was doing activity with kids I was observing students and her. We had checklist for assessments for both students and teachers. I agree with Valentina also I think; if teachers cannot collaborate students cannot either. Constructive criticism are important for developing. We need to listen each other to improve our teaching, sometimes other teachers can see what we cannot see with our lesson plans depending on their experiences, their knowledge or their perspective. So if we try to improve collaboration we should do it first.

# data[].attributes.body
My experience as a special need education teacher makes me think that cooperation is wonderful, especially when the rles are not completely fixed.

# data[].attributes.body
The ‘co-teaching rotation’ collaboration model is amazing. I haven't experienced it but I think it creates a supportive climate between teachers so this makes learning better.

# data[].attributes.body
The ‘co-teaching rotation’ collaboration model mentioned by Valentina seems very interesting...I've taught simultaneously with other teachers, but it was generally the special need teacher (or me as a special need teacher) and/or the language assistant.. I've always loved it and so have my colleagues!

Having feedback from a colleague makes you feel stronger and supported!

# data[].attributes.body
As a CLIL teacher i am bound to collaborate with other teachers since my expertise in English should be harmonized with their knowledge / competence in Science or Geography or History. Unfortunately, my efforts to make my lessons real examples of teaching collaboration has been in vain so fare.

Most of the times, the other teacher simply sit down on a corner and mind their own business as my lesson progress and only hardly step in to add some details or simply remind the kids that a certain topic was done the week / month / year before.

On rare occasions, the other teacher really participate and create a realtionship with me and improve my lessons.

An issue is of course the scarce knowledge of English which cuts some teachers out of my classes. On other occasion, though, I am aware that the teacher does undertand english but simply does not want to be part of my lesson.

# data[].attributes.body
I've never tried this model of co-teaching rotation 'collaboration. I have worked with other colleagues and found it to be enriching.

# data[].attributes.body
As a young teacher, I've spoke almost every day with my colleagues about my experiences at classroom and I was always opened to learn from others and to receive suggestions of better ways of work. I heard about this "co-teaching rotation" method as a method used in all the schools from Hungary. It's a good method, but it requires to have 2 teachers for the same class. I love what Valentina said: " Educators who have had success working in isolation may view this process as an invasion of their pedagogy and a waste of time." This is the reality of my school. But, thanks God we have social media platforms, as Facebook and Tweeter, where I found colleges around the country that believes in the same principles as me. We've created group where we share from our work, help each other, we put questions and share methods. I feel I improved my teaching and I learned a lot through this kind of collaboration.

# data[].attributes.body
In my opinion co-teaching rotation is very interesting, but it’s
difficult to realize in my school.

# data[].attributes.body
I am not sure I understand the 'co-teaching rotation' collaboration model well, as far as I am concern it is about two teachers in the classroom, one supporting the other. We have in our education system a position which is called 'support teacher' which basically means if there's a student with special educational needs/learning difficulties or some other disfunctions it is possible in some cases to get help like that. It would be a dream situation where all teachers could bring out their best skills and practices to work in a team and collaborate to achieve common goals.
It is not easy to achieve that, as the major model of teaching in Poland is still based on individualism of the teachers- however collaboration and exchange of good practices are also very often seen. I think one must be open-minded and flexible to start work in co-teaching rotation collaboration model.

# data[].attributes.body
I believe that in the Italian school, especially from the upper secondary level it is very difficult to collaborate among teachers, who are more accustomed to individualism. Collaborating among adults requires the security of their skills to overcome fear of being assessed.

# data[].attributes.body
Valentina's co-pedagogy rotation model offers numerous opportunities to develop pedagogical style and, at the same time, to incorporate activities included in extracurricular projects into conventional learning activities.

# data[].attributes.body
As I Know, co-teaching rotation, is a method that it is used in laboratory lessons in vocational high schools. Teachers must be always flexible to adapt better ways of working.

Constructive criticism of other teachers although it may be difficult to accept it, it is useful and substantive for the teachers and therefore for the students.

# data[].attributes.body
I consider the ‘co-teaching rotation’ collaboration model mentioned by Valentina an interesting one. It is something new for me, I might try it one day.

# data[].attributes.body
I have never been part of a co-teaching project, but I like the concept.
When someone makes an observation, brings a critique or suggests an improvement, the other person should analyse objectively, and if he/she considers beneficial, adapt his/her approach.

# data[].attributes.body
I hope to try this year this experience of collaborative teaching with my students.
It's very interesting.

# data[].attributes.body
Unfortunately I never worked co-teaching rotation. But I like the idea. Two teachers working collaboratively will improve the students work. As I said before, collaborative teaching isn't easy to implement because some teachers have difficulty in sharing their work. They are too used to work by themselves and they believe that their teaching works and it isn't easy to convince them otherwise...

# data[].attributes.body
This school year, my three colleagues(chemist teacher, math teacher, latin and foreign language teacher) and I(physics teacher), started co-teaching rotation in project which involves students 9 years old. This collaboration model is very inspirational and helpful. We usually teach 13-14 years old students and we are not used to teach such young students so we help each other to adapt lessons plans and teaching methods.

# data[].attributes.body
I am afraid I have never shared co-teaching rotation, which seems to provide pupils with further support from additional teachers.

# data[].attributes.body
I think cooperative teaching is a marvellous way to work. in my school we work in this way only for projects but this need effectively a lot of extra-time work since the colleague with whom I eventually work on a specific project has to do extr-hour coming in my hour or I have to do extra-hours to go in her class. then we have to meet to planify the work and meet again to  set the assesment or to evaluare students work. finally we do extra-hour with students in the afternoon to complete the work.
Anyway we go on doing it because it's exiting to work for projects.

# data[].attributes.body
I agree with Elisa.
We often have to strive to go “against current”, and it often is not easy because of the mentality that is still rooted in the traditional methods, so it is difficult to adopt an innovative approach when it is not supported and accepted by your colleagues.

# data[].attributes.body
I think the model mentioned by Valentina became interesting when she and her colleague started working collaboratively. As she tells us it changed learning  dynamics and social and working relationship between teacher/teacher, student/student and teachers/students.
As this is a much demanding work teachers have to prepare their work and combine their skills and competences in order to make the Learning Process more challenging for children without forgetting the Learning Goals and class contents.
My collaborative work experience is not so complete because in my classes I am the only teacher of my class.
I try to do collaborative work by speaking with other teachers of the same students that have different subjects and find common or linked contents and Learning Goals. Then when I plan the Learning activity I try to do that in a way students learn that knowledge of what seems very different subjects are in fact connected.

# data[].attributes.body
Co-teaching rotation! Wonderful, but I think it is impossible to realize it in a lot of Italian schools for different reasons. First of all in Italy a lot of teachers are quite old and have lost their enthusiasm, as Valentina said co-teaching requires teachers to be ready to invest some of their free time to organize work together and old generations teachers think they have already done their best, they don't feel like facing new "challenges". There are of course some exceptions, but I think only young teachers are so open-minded to understand the value of collaboration.
And then a lot of teachers think they are better than they colleagues...unfortunately!
So we are like pioneers, but the results of our students will make us succeed in persuading traditional teachers!

# data[].attributes.body
In Portugal, there are several successful examples of teacher collaboration. However, this practice appears many times in a discontinuous way and without management support. Even so, when one or two teachers find the conditions to explore these kinds of opportunities, this is a motivating factor and learning for others. When, as in my school, management support and reconfiguration is minimal or non-existent in terms of innovation, this is the best way to promote change.
In Portugal, there are several successful examples of teacher collaboration. However, this practice appears many times in a discontinuous way and without management support. Even so, when one or two teachers find the conditions to explore these kinds of opportunities, this is a motivating factor and learning for others. When, as in my school, management support and reconfiguration is minimal or non-existent in terms of innovation, this is the best way to promote change.
As a teacher related to research in teacher training, I have sought to "do differently" in order to motivate my students, and to discover and make known other ways of teaching. The difficulties are many! First, because people (students, parents, teachers and management) do not always see it as an opportunity. Second, because the "phobia of immediate results" makes schools easily yield to outside pressures (especially from parents).
Let us not forget that, socially recognized (and paid) as teaching professionals, teachers can not resign from decisions about what is best to teach our students?

# data[].attributes.body
Interesting to hear Valentina say that for some teachers collaborative learning may be viewed as 'an invasion of pedagogy'. This is true of many teachers and schools; but the process of transformational teaching is just that, a process, and like all processes, if it is to be successful it should not be 'forced' on teachers who will then resent the imposition. As Valentina mentioned, when teachers can see first-hand the benefits to students of collaborative learning and the positive professional experiences that can emerge from engagement in collaborative teaching, then they might be more willing to approach Collaborative Teaching with an open and positive frame of mind.

# data[].attributes.body
Co-teaching rotation Collaboration I didn't use but what Valentine says is go

# data[].attributes.body
I teach science, and I teach often together with other colleagues in the science laboratories.We like collaboration, we learn from each other and exchange good educational practices.

# data[].attributes.body
Collaboration in the classroom it is useful for the teachers too. In Greece in the all-day kindergarten (8ap-4pm) there was the co-teaching rotation. One week up to one month the first teacher was responsible for the morning lesson and the other for the afternoon. The curriculum was common and reform by both teachers. Nowadays for the whole year the morning there is a teacher responsible and the afternoon another. By the curriculum they don;t share common time in the classroom and their schedule may be different.
In my opinion, it is highly important to share the classroom as teammates with one other teacher.  You must be flexible and ready to listen to his opinion too.
I agree with the changes that Valentina did, they are helpful and the give solution to many challenges of collaborative teaching.

# data[].attributes.body
Collaborative teachers have to spend time before and after school to coordinate their efforts; you need at the beginning of the collaboration the agreement to work together and a healthy atmosphere.
It benefits the student learning, if they both have an active role.

# data[].attributes.body
I think, Valentina correctly speaks about the need for teachers to bring their best skills and practices to the team while remaining flexible to adapt them in case others suggest better ways of working. I don't have any experience that  ‘co-teaching rotation’ collaboration model.

# data[].attributes.body
Yes, I totally agree! I had some previous experiences with older pupils taking teacher's role and it worked very well in both directions, but I never had the occasion to experiment coteaching rotation...so I'm looking forward to try it with some of my collegues

# data[].attributes.body
I think Valentina's method is a very good idea.  I experience this when I worked with a colleague with etwinning. Because we work with students on our breaks I  had to coteach with the other teacher and cooperate for the project. But it is difficult to coteach regular classes.

# data[].attributes.body
I think teacher's collaboration is a skill of 21st century that most schools and teachers need, but sometimes they don't know how to do it or how to start it. This video of teacher's collaboration provides me some ideas of what to do in case I want to be successfull on teacher collaboration.
In Portugal, in my pont of view the teacher collaboration is minimal or absent. Nowadays, it's very important for us teacher's and our students to see that we don't just made them collaborate with each other but we collaborate too.

# data[].attributes.body
I like this teaching model and I would like to try it in my school too, even if I teach in a secondary school where this kind of co-teaching is not implemented. My idea is collaborating with the support teacher thus involving her in the whole class activities, sharing her professionality and making her feel teacher of the class and not only of the students with special needs. Nevertheless students will consider her and the student integrating part of the class..

# data[].attributes.body
I fully agree on the importance of collaboration between teachers in general and even more so between teachers of the same class, and I believe that it can be a growth factor for both teachers and students. Nevertheless, for my experience as a teacher I must point out that the collaboration between teachers is either minimal or even absent. Collaboration is best known in primary school and much less so in secondary school.

# data[].attributes.body
I think it is a very good way of collaboration and cooperation and it is good for the students who are especially in crowded classes. Two teachers with different skills are really beneficial for the students. In Turkey in some pre-schools, there are co-teachers or trainee teachers who are students from vocational schools, help teachers prepare for lessons by getting materials ready or setting up equipments, help reinforce the lessons by working with individual students or small groups of students. They help with educational activities. They also supervise the children at play and help with feeding and other basic care.

# data[].attributes.body
I think it's a great example to follow, espacially among children. As teachers we have to be flexible and open minded people to become better teachers and learn lifelong.

# data[].attributes.body
The "co-teaching rotation" collaboration or any other kind of collaboration among teachers is very useful and effective both for students and teachers. If we collaborate with each othe surely we enrich ourselves mixing our experience and competences witht those of our peers and moreover we will be a model for our students' collaborative learning process. The difficulty is to be able to adapt to each other and in certain case to accept criticism of other teachers

# data[].attributes.body
Interesting way of collaboration. That can be effective.

# data[].attributes.body
I find  it is a very interesting  work co-teaching, I think  this  is  good practice for teschers and it s also  a successful  way  for the student’s  work.

# data[].attributes.body
Co-teaching is a very effective way to support learning process. I practiced something similar when I was teaching at primary school. Now as high school teacher I am in a peer group for mentoring.

# data[].attributes.body
The co-teaching is really a good practice for. Is very interesting and important to work. Co-teaching is a very basis of good school practices.

# data[].attributes.body
Co-teaching is really a good practice. teachers co-working in the same class to develop a certain topic, for example, is really good as you can work together or divide the class in different groups (according to variable levels of competence). Another important issue concerns the sharing of written tests (and their results). I think teacher cooperation is at very basis of good school  practices.

# data[].attributes.body
Co-Teaching is partnering of two teachers with different areas of expertise to provide more comprehensive, effective instruction to students -
Working in this way is very interesting

# data[].attributes.body
I already work in co-teaching rotation and was a good experience and each one gives his skills and practices. I love the ideia of Valentina, to do lessons with older pupils taking the teacher’s role and have encouraged pupils of different ages to work together. I pretende to do that in the future, with the biology students.
As she said in this way teachers have to spend time before and after school to coordinate their efforts, and that it´s a important point, because in portugal we still have a high level of bureaucracy and fill a lot of our time as teachers. About her question I think we might convince the colleagues of the importance of teacher collaboration, not only showing them experiences and evidence of collaboration not only improving teacher performance but also how the student benefits in particular in his future employment.

# data[].attributes.body
I think it is very interseting and important to work in that way. For younger students I think that is a sucessful way of working. In my country some times we have two teachers in the classroom but not working that way. I think i am going to try to implement that idea.

# data[].attributes.body
Sharing the classroom with other teacher(s) is very enriching, although it demands good coordination. It works as a model for our students as they see that real collaboration requires compromise and planification. I find it a very fruitful practice and possible through project based learning. My experience acting upon the constructive criticisms are very good, even in difficult cases, without good initial agreement, it is a very important practice to improve assertivity and other relevant social skills.

# data[].attributes.body
Very intersting. I like whwn Valentina says ,,the art of collaboration is the just an art to be able to collaborate with other teachers."

# data[].attributes.body
I think Valentina's approach is very creative. but the co-operation of the two teachers often creates distress. if the teachers did not focus on the same thing, unfortunately no full cooperation will take place. but if the teachers support each other and complete it, wonderful things will happen.

# data[].attributes.body
I think it is a very interesting approach that requires multiple skills and knowledge

# data[].attributes.body
The  co-teaching rotation collaboration model is only useful if the teachers have the time to meet previously and after the class to prepare it correctly. I think in most cases that is what's making the majority of teachers not wanting to work in collaboration with others.
Nevertheless, I believe that we will always have this kind of problems and it's up to us to start taking steps to change it. We need to collaborate with others so the students can understand why collaboration is important. In my school there is a model for math classes (7th to 9th grades) where two teachers are teaching together for one class a week. The two teachers prepare it as they like but in most cases, they set up groups of students doing different tasks according to capability. One of the pairs however does a real great group class, they use a kind of jigsaw technique, where each group studies a part of the main subject. Both teachers go from group to group and explain what they need to learn and take doubts when they are doing some exercises. In the end one student from each group has to explain to the class what they have learned. It is working so well that in ther classes students are already asking if they can explain it to the class and if they are allowed to discuss the subject with their colleagues.
I think I've lost myself but in conclusion, the co-teaching rotation is very good but other techniques can also work very well, I think it depends on the group of teachers who is working collaboratively.

# data[].attributes.body
In my opinion the co-teaching rotation can be very useful in order to share ideas and ways of thinking. I think it is a very interesting approach.

# data[].attributes.body
I know this approach and the experience she talked about. I have been working at European projects since 2000 and they are relevant to promote collaboration. I believe in teamwork and sharing expertise.

# data[].attributes.body
I agree Valantina.

There are 2 teachers in our country in vocational education. Help is very good. Every teacher supports a kind of person and we can develop new practices. Of course, the communication before and after the lesson needs to be very good.

# data[].attributes.body
Teacher's collaboration is essential not only for our students but especially for us. Confronting our methods, sharing our ideas let us grow and become better educator; this way our students could profit better. The negative thing is that is very difficult to find time for our collaboration.

# data[].attributes.body
In Italy in secondary schools we don't have two teachers for the same subject in the same class, but sure the co-teaching rotation is an interesting approach. I think that we can somehow use it in a interdisciplinar way. But of course you need to be willing to. You need a looooot of time, your best practises and your will to learn more and more. I had wonderful experiences of collaborative teaching but it was impossibile to involve everybody. Since I was young (and still I am given Italian standards) I had to be very careful and respectful using constructive criticism.

# data[].attributes.body
Este foarte cu multe beneficii

# data[].attributes.body
the cooperation between the teachers is really very good idea, but all the time fellow teachers are not interested in the Collaboration. the cooperation between the teachers in teaching area is very difficult.

# data[].attributes.body
The cooperation between the teachers is really good, but the school teachers do not always want to collaborate.

# data[].attributes.body
The co-teaching rotation could be an effective way to improve teacher's skills using different roles and adapting teacher's work to the demand of learning for students. I agree with Valentina about the necessity of work in a team with an open mind, ready to accept constructive criticisms by our colleague and to offer our skills to improve our colleagues' competences.

# data[].attributes.body
Apart from the fact that what the video says is stiking true, I stick to the idea of collaborative teaching....but among different ages pupils! I love the idea of joining groups of pupils of different ages and offering the older ones the occasion to teach their younger colleagues something they learned already.
As for my personal experience, I once or twice collaborated with a colleague, teacher of French, but in extracurricular classes. In my school, it might be hard to find teachers willing to spend some of their free time, in order to teach collaboratively. It is simply a matter of resources, both material and mental.

# data[].attributes.body
The co-teaching router model is very interesting and I think it has many benefits for students and teachers. I have never tried this method of teaching but I believe it has immense potentialities. I always work in the classroom in pedagogical terms and I find it extremely beneficial for students, for both teachers and school.

# data[].attributes.body
Co-teaching rotation collaboration model is interesting. We collaborate with the other maths teacher at school but not in this way, It can be tried.

# data[].attributes.body
The model of co-teaching rotation presented by Valentina is indeed interesting. I’ve never experienced it and I think that, apart from specific projects, it will be hardly feasible in my school. I also think it’s more suitable for primary school. Anyhow, collaboration between teacher should always be sought after and improved, because it can only bring successful learning.

# data[].attributes.body
Co-teaching rotation is very great model, I will try it with my colleagues. Teachers in schools for gating better results must collaborate. They exchange ideas, make a lesson plans together, in this way they can build better education for pupils.

# data[].attributes.body
Wow... a co-teaching rotation... a very interesting model... I've never used it. It enriches students and teachers... supporting learning and teaching.

# data[].attributes.body
In co-teaching, the pair (teacher candidate and cooperating teacher) is encouraged to co-plan and quickly incorporate the co-teaching strategies in their practice, providing more opportunities for the students to engage with both adults in the classroom. The mentor teacher remains engaged, using the strategies to support student learning and engagement. The co-teaching pair collaborates throughout the experience, with leadership in responsibility and decision-making shifting over time to the teacher candidate. Ultimately, the teacher candidate assumes leadership in all aspects of the classroom, including directing the activities of the cooperating teacher and other adults working with the students, for a pre-determined amount of time. It is important that the teacher candidate does have opportunities to solo teach too, but the goal is to co-teach once the candidate has established classroom leadership skills and students interact with both adults as their teachers.