Co-teaching og undring

Abstract

This thesis investigates how a philosophy of wonder and dialogical practice can enhance the co-teaching model, a teaching method where educators collaborate to plan, deliver, and assess instruction for diverse groups of students. The study is grounded in a philosophical analysis of Micki Sonne Kaa Sunesen’s theory of co-teaching and mastery, as well as empirical research conducted in Danish public schools. Co-teaching is increasingly recognized as an inclusive peda-gogical strategy, yet its practical implementation often diverges from theoretical frameworks, leading to challenges and discrepancies in practice. This thesis seeks to address this gap by ex-amining whether phenomenological approaches to wonder and dialogue can provide new pathways for understanding and advancing co-teaching practices. The thesis draws on foundational theories of learning and expertise, including Albert Bandura's self-efficacy model, Knud Illeris’s three dimensions of learning, and Hubert Dreyfus's five-stage skill acquisition model. These frameworks are integrated with Finn Thorbjørn Hansen's phe-nomenological perspective on wonder, which underscores the importance of fostering open-ness, curiosity, and reflective engagement in educational contexts. This theoretical foundation is complemented by qualitative data obtained through phenomenological interviews with teachers actively engaged in co-teaching. The interviews focus on how teachers perceive and navigate the complexities of co-teaching, as well as their experiences with wonder and reflective practices during professional collaboration. Methodologically, the thesis employs a transactional philosophical approach, emphasizing co-creation and mutual transformation between researchers and practitioners. By anchoring the analysis in phenomenology, the study moves through stages of impression, interpretation, and contextualization to uncover the lived experiences of co-teaching practitioners. Here I explore how dialogical wonder can illuminate the challenges and opportunities inherent in co-teaching, creating space for both individual and collective growth. The findings in this thesis suggest that a wonder-based approach to dialogue not only fosters deeper reflection but also strengthens the alignment between theoretical ideals and practical realities of co-teaching. By enabling educators to critically engage with their practices and col-laborate meaningfully, wonder-centered dialogue enhances professional authenticity and crea-tive agency while maintaining the integrity of co-teaching frameworks. This study concludes that integrating philosophical wonder into educational practice can transform co-teaching into a more nuanced, inclusive, and impactful method for both teachers and students. The thesis contributes to the fields of educational philosophy and practice by demonstrating how co-teaching, when supported by wonder-based philosophical inquiry, can become a dy-namic and transformative approach to education. It offers educators and researchers new per-spectives on how reflective dialogue and wonder can bridge the gap between theoretical frameworks and lived pedagogical experiences, ultimately enriching the teaching and learning process.

A master thesis from Aalborg University

Co-teaching og undring

[Co-teaching and wonder]