Prácticas de co-docencia: El caso de una dupla en el marco del Programa de Integración Escolar en Chile

Translated title of the contribution: Co-teaching practices: The case of a teachers' duo in the School Integration Program in Chile

Carolina Urbina Hurtado, Pablo Basualto Rojas, Camila Durán Castro, Pablo Miranda Orregoa

Research output: Contribution to journalArticlepeer-review

5 Citations (Scopus)

Abstract

In the context of inclusive education, this research analyzed a couple's co-teaching practices carried out by a differential educator and a regular teacher, within the School Integration Program of a municipal school of the V region, Chile. The research conducted corresponds to a case study, based on documentation review (work developed by the couple), observation in the classroom and reflective interviews about their practice. The research has been done using content analysis through the constant comparative method. Seven categories have been identified, which were organized in three dimensions of analysis: practice, politic and culture, which facilitate understanding of this co-teaching experience. Results allow the identification of a "support mode" as the main approach of the practices developed by the couple and deduce, within the inclusive perspective, possibilities and barriers to develop the collaborative work in the schools.

Translated title of the contributionCo-teaching practices: The case of a teachers' duo in the School Integration Program in Chile
Original languageSpanish
Pages (from-to)355-374
Number of pages20
JournalEstudios Pedagogicos
Volume43
Issue number2
DOIs
Publication statusPublished - 1 Jan 2017
Externally publishedYes

ASJC Scopus subject areas

  • Education

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