Pedagogical partnerships or solo practice? Perspectives on team and sole teaching in pre-tertiary classrooms

Team teaching (TT) is gaining popularity as a dynamic teaching method, but its effectiveness compared to sole teaching (ST) is multifaceted. This study explores pre-tertiary teachers’ and students’ views on the strengths and limitations of TT and ST, focusing on factors shaping teachers’ instructional choices and suggested strategies for improving teaching effectiveness. Using a qualitative case study approach at an Australian university campus, data were collected through semi-structured interviews and classroom observations with pre-tertiary teachers, alongside focus group discussions with their students. Thematic analysis revealed that the success of both TT and ST is shaped by a complex interplay of institutional, interpersonal and disciplinary contents. Although TT provides collaborative opportunities and a range of expertise, its success depends on more than professional alignment alone; personal compatibility between teaching partners has proven to be a crucial, yet frequently underestimated, factor. Teachers and students also questioned the blanket application of TT across disciplines, suggesting that subject-specific pedagogical demands must inform its implementation. This study explores the tensions and affordances of TT, advocating for a nuanced, context-sensitive approach that fosters meaningful collaboration without compromising instructional coherence. The findings informed the development of the CAST framework: Collaborative Planning, Awareness Raising, Subject-Appropriateness Mapping and Team Formation – a practical model for effective TT implementation in pre-tertiary education.