Team collaboration between classroom teachers and physical education teachers has proven to be an important element of a high-quality and holistic approach to teaching physical education in today's schools, especially in the first and second triads of primary education. Children's developmental characteristics, particularly their strong need for movement, which is often limited by today's sedentary lifestyle, require professionally designed, safe and diverse physical activities. Such collaboration brings numerous benefits, both for the students and fort he professionals involved. The theoretical part of this master's thesis presents the concept of teamwork, its characteristics, and the conditions for successful team teaching, particularly in the school context. It highlights the advantages of this approach for students, teachers, and the school as a whole, with a special focus on the cooperation between classroom teachers and PE teachers. The findings show that physical education teachers typically take the lead during the main part of the lesson. Their role was more prominent in activities that require a higher level of expertise and safety considerations. However, the study also revealed that classroom teachers play an important role as well, since there were lessons where the division of roles was more balanced. This research contributes to a better understanding of how team teaching is currently implemented in physical education at the primary school level and emphasizes the importance of providing professional support to classroom teachers in delivering high-quality and varied lessons. The results of the study aim do encourage further research and the developments of recommendations for more systematic inclusion of the team teaching approach in physical education lessons, with the goal of improving teaching quality an ensuring diverse and effective movement experiences for students.
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