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

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

Resultado de la investigación: Contribución a una revistaArtículorevisión exhaustiva

5 Citas (Scopus)

Resumen

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.

Título traducido de la contribuciónCo-teaching practices: The case of a teachers' duo in the School Integration Program in Chile
Idioma originalEspañol
Páginas (desde-hasta)355-374
Número de páginas20
PublicaciónEstudios Pedagogicos
Volumen43
N.º2
DOI
EstadoPublicada - 1 ene 2017
Publicado de forma externa

Palabras clave

  • Co-teaching
  • Collaborative work
  • Inclusive education
  • Practices's analysis
  • School integration program

Áreas temáticas de ASJC Scopus

  • Educación

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