Estudio de caso: Sentidos en experiencias de co-enseñanza entre dos profesionales de la educación

Abstract

Public policies in Chile have developed efforts to advance educational inclusion. Co-teaching, recently implemented, is described as a strategy used by teachers to achieve learning for all students from an inclusive approach. The objective of the research was to understand the meanings that are configured in the co-teaching experiences between two education professionals. An instrumental case study was developed that considered the participation of a pair of co-teachers of the discipline’s language and communication, and special education. Likewise, the understanding of the meanings was deepened from the reflexive hermeneutics that contemplates the structural analysis of the discourse. The data collection instrument was an in-depth interview. The research showed in the studied reality an incipient level of co-teaching implementation, where teachers report in terms of teaching strategies, learning evaluations and disciplinary measures, professional disregard and non-fulfillment of duties. It is concluded that there is a distance between professional cultures "specialist in learning difficulties" and "specialist in discipline", which has repercussions in a supportive teaching modality on the part of special education teachers.