Collaborative Pedagogies in Primary Physical Education: A Comparative Analysis of Tandem Teaching Models in North Macedonia and Slovakia

This study rigorously compares the perceptions and operational differences of generalist teachers within two distinct national tandem teaching models in primary Physical Education (PE): the rotational sports coach-generalist teacher model in Slovakia and the sustained PE specialist-generalist teacher model in North Macedonia. The research examines implementation quality, systemic support, task division, benefits, and challenges. A questionnaire was completed by 618 generalist teachers from Slovakia (n = 314) and North Macedonia (n = 304). Both countries exhibited a similarly high overall positive perception of the tandem concept (p = 0.240). However, t-tests showed significant differences in systemic support, with North Macedonian teachers reporting implementation as more structured and better supported (p ≤ 0.012). Chi-square analysis and Cramér’s V tests demonstrated highly significant differences (p < 0.001) in role division. The Slovak model features vertical specialization, where generalist teachers often report being "not involved at all" in core planning (31.5%), with the largest differences in strategic and administrative areas (e.g., communication with parents, V ≥ 0.495). Conversely, the North Macedonian model shows more shared responsibility and collaborative practice, with teachers reporting higher involvement in planning and execution. The most prominent common challenges included a lack of space and facilities, as well as the need for dedicated co-planning time. To optimize collaborative teaching, policy recommendations should incorporate North Macedonia's tandem structure (sustained collaboration with an internal PE specialist) and systematic support, along with Slovakia's clarity in administrative delegation, reinforced by mandated infrastructure investment and dedicated co-planning time.