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Pensamiento educativo

Print version ISSN 0717-1013On-line version ISSN 0719-0409

Abstract

FIGUEROA CESPEDES, Ignacio; SEPULVEDA GUAJARDO, Gonzalo; SOTO CARCAMO, Jorge  and  YANEZ-URBINA, Cristopher. Co-Teaching Between Primary and Special Education Teachers: Critical Incidents in Collaborative Practice in Educational Integration Projects. Pensam. educ. [online]. 2020, vol.57, n.1, pp.1-15. ISSN 0717-1013.  http://dx.doi.org/10.7764/pel.57.1.2020.1.

This study investigates the critical incidents that cited by special education and basic education teachers regarding co-teaching work in the classroom within the framework of the school integration program. In terms of methodology, a qualitative approach was used with a descriptive scope for a sample of 15 basic general education teachers and 15 special education teachers, who responded to a guideline for the analysis of critical incidents. The analysis focused on reported incidents and was carried out by means of an analysis of intra- and inter-group content. The results are divided into four categories of critical incidents, namely: teaching strategies, learning assessments, disciplinary measures, and effective presence. Although these results are present in the existing literature, we conclude that there is a need to avoid individualizing problems, but instead to analyze them within a comprehensive framework in which a social dynamic fosters the conditions for them to emerge. Future research is thus necessary regarding public policy and its frameworks for co-teaching, in addition to focusing on the situated interaction of educational actors as a way of approaching conflicts.

Keywords : co-teaching; critical incidents; inclusive education.

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