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Education Sciences
Volume 15
Issue 10
10.3390/educsci15101397
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This is an early access version, the complete PDF, HTML, and XML versions will be available soon.
Article

Tandem Teaching for Quality Physical Education: Primary Teachers’ Preparedness and Professional Growth in Slovakia and North Macedonia

by
Gabriela Luptáková
1,*,
Biljana Popeska
2,
Hristina Ristevska
3,
Tibor Balga
1,
Ilija Klincarov
4 and
Branislav Antala
1
1
Faculty of Physical Education and Sport, Comenius University in Bratislava, 81469 Bratislava, Slovakia
2
Faculty of Educational Sciences, Goce Delcev University, 2000 Stip, North Macedonia
3
Municipal Secondary School “Taki Daskalo”, 7000 Bitola, North Macedonia
4
Faculty of Physical Education, Sport and Health, Saints Cyril and Methodius University of Skopje, 1000 Skopje, North Macedonia
*
Author to whom correspondence should be addressed.
Educ. Sci. 2025, 15(10), 1397; https://doi.org/10.3390/educsci15101397 (registering DOI)
Submission received: 1 September 2025 / Revised: 13 October 2025 / Accepted: 14 October 2025 / Published: 18 October 2025
(This article belongs to the Special Issue Supporting Teaching Staff Development for Professional Education)
Versions Notes

Abstract

Quality Physical Education (QPE) is crucial, yet its delivery at the primary level is often challenged by generalist teachers’ inadequate preparedness, a deficit that collaborative tandem teaching can address. This study compared the perceived preparedness of 618 generalist teachers with varied tandem teaching experience in Slovakia and North Macedonia, examining differences linked to the structural model type. Data were collected via a questionnaire assessing self-perceived preparedness across 11 PE domains and the need for continuous professional development. A Chi-square test compared responses between the Slovakian model (rotational sports coaches, co-teaching 1 of 3 weekly lessons) and the North Macedonian model (consistent PE teachers, co-teaching all 3 weekly lessons). Generalist teachers in both countries reported overall high preparedness, but a significant deficiency was identified in working with children with diverse learning needs (p < 0.01). North Macedonian teachers, who experience a long-term partnership with a dedicated PE teacher in all weekly PE lessons, reported being significantly better prepared across most domains (e.g., selection of equipment, p = 0.000) than Slovakian teachers, who utilize short, rotational partnerships in 1 of 3 weekly lessons. The findings suggest that the structure of the tandem teaching model is a key factor in enhancing generalist teachers’ preparedness and professional growth in QPE.
Keywords: team teaching; generalist teachers; physical education teachers; sports coaches; physical education; continuing professional development team teaching; generalist teachers; physical education teachers; sports coaches; physical education; continuing professional development

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MDPI and ACS Style

Luptáková, G.; Popeska, B.; Ristevska, H.; Balga, T.; Klincarov, I.; Antala, B. Tandem Teaching for Quality Physical Education: Primary Teachers’ Preparedness and Professional Growth in Slovakia and North Macedonia. Educ. Sci. 2025, 15, 1397. https://doi.org/10.3390/educsci15101397

AMA Style

Luptáková G, Popeska B, Ristevska H, Balga T, Klincarov I, Antala B. Tandem Teaching for Quality Physical Education: Primary Teachers’ Preparedness and Professional Growth in Slovakia and North Macedonia. Education Sciences. 2025; 15(10):1397. https://doi.org/10.3390/educsci15101397

Chicago/Turabian Style

Luptáková, Gabriela, Biljana Popeska, Hristina Ristevska, Tibor Balga, Ilija Klincarov, and Branislav Antala. 2025. "Tandem Teaching for Quality Physical Education: Primary Teachers’ Preparedness and Professional Growth in Slovakia and North Macedonia" Education Sciences 15, no. 10: 1397. https://doi.org/10.3390/educsci15101397

APA Style

Luptáková, G., Popeska, B., Ristevska, H., Balga, T., Klincarov, I., & Antala, B. (2025). Tandem Teaching for Quality Physical Education: Primary Teachers’ Preparedness and Professional Growth in Slovakia and North Macedonia. Education Sciences, 15(10), 1397. https://doi.org/10.3390/educsci15101397

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