This article presents a scoping review of the 103 empirical studies focused on coteaching in teacher education to enhance conceptual clarity and heighten understandings of the nature and extent of such research.
The authors map the methodological characteristics of these studies that serve to the breadth and depth to which coteaching in teacher education has been examined.
Next, they describe the outcomes and phenomena explored by the 103 studies to reveal the intended results as well as points of tension for coteaching in teacher education.
Finally, they couple an analysis of coteaching definitions within these studies with an analysis of the ways in which coteaching is implemented in teacher education.
Notable findings of this scoping review include the extensive range of ways coteaching is implemented across the preservice teacher education curriculum, the variety of aims for coteaching in these contexts, and the need for continued grounding in frameworks to enhance understandings of coteaching practices and impacts for stakeholders including P–12 students, inservice teachers, teacher candidates, and university faculty.