PETALING JAYA: While a teacher explains the day’s lesson to the students, another one watches, ready to move in and help the slower students understand what is being taught.
That, in a nutshell, is co-teaching, a plan the Education Ministry will implement in 2027.
But the biggest test is in the details – how are the duties shared by two teachers, how much will it cost and how effective will it be?
Stakeholders say the most important element will be proper planning.
Both teachers have to be well-prepared and coordinated to ensure that lessons run smoothly and students benefit equally, says Parent Action Group for Education Malaysia (PAGE) chairman Datin Noor Azimah Abdul Rahim.
“Co-teaching model is a positive move that could make classroom learning more engaging and personalised,” she said.
In today’s classrooms, where there is a wider mix of learning abilities, co-teaching can provide valuable support, especially in larger classes.
However, she said it may not be necessary in every classroom, particularly in smaller or low-enrolment schools.
“PAGE suggests that the ministry conduct a study to determine the most effective teacher-to-student ratio so resources are deployed properly,” said Noor Azimah.
On Wednesday, Education Minister Fadhlina Sidek was reported to have said that the co-teaching approach will be implemented in the 2027 school curriculum.
“Co-teaching involves joint lesson planning, teaching and assessment.
“This supports pupils’ personalised learning needs, improves classroom management for a higher quality learning experience, and strengthens the multidisciplinary nature of the subject by allowing teachers to complement each other’s strengths,” the ministry said yesterday.
Malaysian Association for Education secretary Hamidi Mookkaiyah Abdullah said while co-teaching “looks wonderful”, proper planning must be done as well as pilot projects to ascertain its effectiveness.
He said the ministry would have to ensure that teaching styles are in sync, with adequate resources and support from management, as well as training.
MCA deputy president Datuk Dr Mah Hang Soon asked if the ministry had the funds to hire the additional teachers required.
There is already “a worrying decline” in teacher retention, he said, citing statistics revealed by Deputy Education Minister Wong Kah Woh in August that 19,179 primary and secondary school teachers had opted for early retirement, with 67.44% citing a loss of interest in teaching.
“There are also questions over how co-teaching will be implemented in rural and remote schools already facing teacher shortages and logistical barriers,” he said in a statement.
Vernacular schools, too, have been facing frequent teacher shortage issues.
“While co-teaching offers potential benefits for interactive learning, its success will depend on careful planning, sufficient funding and strong teacher support,” said Mah, who is also MCA Education Consultative Com-mittee chairman.
National Teachers Service Union of Malaysia secretary-general Fouzi Singon said having two teachers in one classroom will allow for more focused attention on students, especially if implemented at primary school level.
“It is important to note that this initiative is not related to the issue of teacher shortages, as the ministry plans to utilise existing teachers whose subjects fall under the combined categories of nature and humanities,” he said, adding that this method is already in use in countries like Japan and Finland.
