When Co-Teaching and Artificial Intelligence Lead to Revisiting Educational Service Delivery
The practice of co-teaching has been boosted by the search for educational solutions to the problems posed by the appropriation of knowledge in heterogeneous classes. This practice constitutes a service innovation for both teachers (service providers) and pupils (clients), since it transforms the dyadic teacher-pupil relationship into a triadic relationship which presupposes a sharing of responsibilities and coordination between teachers in both the preparatory and implementation phases. The introduction of AI into collective work with young pupils also gives rise to a triadic relationship that leads the teacher(s) to reconfigure their role and seems to open up potential avenues of autonomy for the pupils, confirming neuroscientist S. Dehaene’s work on the learners’ mental model and its consequences for their teaching practices. The introduction of these service innovations raises questions about the changes needed in the governance of educational establishments to encourage the emergence and sustainability of these innovations, which are largely based on teachers’ dynamism.