Within the educational literature, inter-organisational school networks are commonly considered instruments for administration, management, and school improvement, but are rarely scrutinised as objects of study themselves. Conversely, in organisational studies, this perspective is given more prominence. Adopting this perspective can provide insights into the possibility that schools are engaging unevenly in inter-organisational networks, with some…

The aim of this study was to capture the characteristics of teacher collaboration and aspects of teacher culture which hinder or enable co-teaching in Finnish schools where co-teaching has been implemented. The data of this multiple case study were collected in three Finnish primary schools where co-teaching between special education and class teachers has been…

This study unpacks team teaching in two case schools with ILEs, each characterised by distinct organisational structures. Teacher interviews provided data analysed through a model identifying a continuum of teacher interaction. Findings reveal that while co-location and coordination lay the groundwork for managing shared spaces, achieving pedagogical cooperation and collaboration requires deliberate strategies to realise…