The Co-Teaching Implementation and Perceptions of Teachers in Phnom Penh Teacher Education Colleges: A Case Study Primary Science Subject, Year 1 Program

Co-teaching has been played as an important approach to improve student learning outcomes in general education classrooms. The objectives of this study were i) to find out the impact of co-teaching implementation on student-teacher learning outcomes, ii) to explore the perceptions of lecturers on co-teaching. The study took place in Phnom Penh Teacher Education Colleges with the freshman students in primary program 12+4 in the academic year 2021-2022. There were 150 student teachers, 4 co-teachers, and 1 non-co-teacher $(n=155)$ who joined this study. The data were collected from pre-tests, post-tests, and surveys. The result showed that the student-teacher learning outcome in co-teaching classes had been improved which was very significantly different from non-co-teaching classes $(Ptext{-value}=0.000)$. Furthermore, lecturers revealed positive perceptions about co-teaching. However, co-teachers also reported some challenges and suggestions as well in implementing co-teaching processes. The major challenge was time-consuming which caused them could not be well prepared for their co-teaching classes. Anyway, based on the result of the study, co-teaching presents as being an effective instructive teaching approach option for enhancing the learning outcomes of students as well as the development of the teacher profession.