Kuala lumpur: The team-teaching, or co-teaching, approach slated for rollout in 2027 has been described by experts as a timely initiative by the Education Ministry (KPM) to enhance the effectiveness of teaching and learning (PdP) in schools. Through this approach, two teachers will teach together in the same classroom to address diverse student needs.
According to BERNAMA News Agency, although some quarters have questioned the approach introduced by Education Minister Fadhlina Sidek, experts said that co-teaching is not a new model. It has been implemented in many countries, including Japan, Thailand, and South Korea, specifically for certain school subjects. Experts believe that with this strategy, each student will receive proper attention-something difficult to achieve when only one teacher is teaching alone.
In Malaysia, the method is expected to be implemented for a new subject, Alam dan Manusia: Pembelajaran Bersepadu (Nature and Humanity: Integrated Learning) at Year One in the 2027 School Curriculum, in line with KPM's goal to develop well-rounded students who are academically strong, have solid identity values, and uphold high morals.
Commenting on the matter, Dr Hayati Ismail, a senior lecturer in the Education Programme, Faculty of Major Languages, Universiti Sains Islam Malaysia, said co-teaching is not merely about two teachers jointly teaching a class actively, but also helps achieve the goals of the National Education Philosophy (FPK). She emphasized that the approach supports balanced and holistic human development.
Dr Hayati noted that the method is not entirely new, as some teachers were already introduced to it during their training at the Institute of Teacher Education (IPG) or universities. She highlighted that co-teaching can overcome the limitations of a single-teacher system while supporting the intellectual and emotional development of students. The initiative also focuses on balancing academic achievement and character formation.
With two teachers, students can receive more personalized attention and immediate feedback. For example, while one teacher focuses on academic content, the other can observe and guide students, indirectly creating a sense of being valued, helping build emotional well-being, and reducing the risk of students falling behind. Dr Hayati added that teachers can better focus on early intervention and targeted support for weaker students, for example in literacy and numeracy (3M).
Fadhlina had earlier stated that co-teaching aims to make PdP more engaging and effective, giving teachers space to be more creative and interactive. Dr Hayati suggested that teachers refer to established co-teaching models by renowned researchers like Marilyn Friend and William Cook, widely used in North America and Europe.
A similar view was shared by Dr Fatin Aliana Mohd Radzi from the Faculty of Education, Universiti Teknologi Mara, who suggested that KPM develop a clear model to guide teachers so that roles can be carried out effectively during joint classes. She warned that teacher shortages may pose logistical challenges, as schools facing staffing issues may struggle to implement the two-teacher concept.
Meanwhile, the President of the National Parents-Teachers Associations Consultative Council (PIBGN), Associate Professor Datuk Dr Mohamad Ali Hasan, hopes the new teaching approach will be implemented in phases so that any issues can be identified early and resolved before expanding nationwide. He emphasized the importance of assessing student outcomes to ensure optimal effectiveness.