Exploring the evolution of a paired teaching model during student teaching: A qualitative case study in physical education

Background Co-teaching has emerged as a promising alternative to the traditional ‘one student teacher–one cooperating teacher’ approach for student teaching in physical education. Yet little is known about how paired placements influence student teachers’ development over time.Purpose Grounded in Communities of Practice (CoP) theory, this qualitative case study explored how a paired teaching model developed across the student teaching experience in physical education.Methods A qualitative case study design was used to examine one 16-week elementary physical education placement involving two pairs of student teachers and two cooperating teachers. Data sources included 10 semi-structured interviews and 18-lesson observations with field notes. Using collaborative qualitative data analysis, the research team developed and refined a codebook through constant comparison and organized the findings into four analytic phases. Trustworthiness was enhanced through data triangulation, investigator triangulation, and an audit trail.Findings The paired teaching model developed across four phases. In Phase 1: Observing and learning the ropes, student teachers entered the teaching community through observation, early assistance, and support. In Phase 2: Guided participation and practice, they began leading lessons they previously observed, while drawing on familiar routines, mentor feedback, and peer support. In Phase 3: Leading with support, student teachers assumed greater responsibility for planning and teaching units while continuing to rely on cooperating teacher feedback and peer collaboration. In Phase 4: Co-teaching and collaborative planning, participation became more reciprocal, as student teachers contributed ideas, shaped lessons, and engaged more actively in collaborative teaching practice with peers and cooperating teachers.Conclusion The findings suggest that the paired teaching model offered a scaffolded pathway from peripheral participation toward more active and reciprocal engagement in shared teaching practice. Dual mentorship and peer collaboration appeared to reduce feelings of isolation, support pedagogical growth, and strengthen student teachers’ sense of belonging. At the same time, the positive nature of this case suggests that such outcomes may depend on supportive mentoring relationships, compatible pairings, and school contexts that enable collaboration.Impact Statement This study shows that paired student teaching can serve as more than a logistical placement arrangement, providing a structured context for collaborative learning, pedagogical growth, and professional belonging. The findings highlight the value of dual mentorship, peer support, and placement design in preparing future physical education teachers for the collaborative realities of school practice.