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What does a lesson look like when two teachers take turns in front of the class? Sometimes, one leads the lesson while the other observes. Other times, both teach simultaneously. Students compare approaches, discuss, and think out loud. "Such an atmosphere is refreshing and naturally fosters collaboration," reflected participants.

Thanks to the involvement of practicing teachers, students had the opportunity to discuss real-life classroom situations – including those that theory alone cannot fully prepare them for. The teaching process also addresses specific topics. For example, during the Practical Russian Language course, students consulted on filming a student video with an instructor who is also a film producer.

"Team teaching combines the strengths of academics and practitioners. Each brings a different perspective, giving students a more realistic view of school practice," explained Michaela Pešková, coordinator of team teaching at the Faculty of Education of the University of West Bohemia in Pilsen (FPE UWB) as part of the INSPIRE2 project.

Students themselves also took part in the teaching process – either by leading micro-teaching sessions or working as tandem teachers, for example, in physical education classes. "There, they combined different teaching models to react flexibly to game situations while managing the entire group. Students could safely test their competencies and teaching role, while learning to perceive teaching from various angles," added Michaela Pešková.

Feedback revealed that participants valued both the opportunity to share experiences and the practical application of knowledge. "Students appreciated the involvement of a practitioner for providing concrete examples from secondary schools, which they have not yet encountered themselves," summarized one of the subject didacticians. "Meanwhile, a primary school teacher highlighted the openness of students during discussions — and gained valuable insights for his work in the school’s methodological team," added Pešková.

At FPE UWB, team teaching is no longer just a one-off experiment. Its benefits are now regularly presented at conferences and through mobility programs, and interest is growing among other universities as well. Tandem teaching naturally connects universities with schools, strengthens students’ professional identity, and supports competencies defined in the newly developed Graduate Competency Framework for Teacher Education. "It’s a method that connects, involves, engages — and, above all, inspires," concluded Michaela Pešková.