Lehren im Team: Aushandlungsprozesse zwischen Lehrkräften im bilingualen Sachfachunterricht

Abstract

The present article focuses on teaching practices coordinated by multiple teachers within an institutionalized teaching and learning context. This form of instruction is defined by Beninghof (2020, p. 7), among others, as team teaching and can thus be distinguished from other forms of cooperative teaching activities (Escobar Urmeneta, 2020). More specifically, the study examines bilingual instruction in the sense of CLIL (Content and Language Integrated Learning), in which a subject teacher of history teaching in the foreign language German and a so-called conversation teacher fulfill different functions and responsibilities within jointly taught lessons. To date, CLIL research has devoted relatively little attention to how such collaboration between teachers is enacted in classroom practice (King, 2022). The data for the present study were collected at an Italian humanistic upper secondary school with a German-track program using multiple video cameras. The subsequently transcribed material was analyzed in accordance with multimodal conversation analysis. The aim was to examine in detail the conversational behavior and interaction modalities between the two teachers of the instructional team and their learners, and thereby demonstrating how the two teachers collaboratively shape the lessons.