Co-teaching, a strategy for educational improvement and inclusion

Authors

  • Felipe Rodríguez

Keywords:

Co-teaching, Collaborative work, Inclusive education, Teaching work, Educational improvement

Abstract

The strategy of co-teaching has been recently incorporated to Educational Integration Programs in Chile, which involves considerable changes in the teaching work. This paper presents a theoretical revision, analyzing its conceptual origin, fundamental characteristics, benefices, approaches, its relationship with the curriculum management and its influential elements. It also presents an implementation proposal based in the operational alignment model of Donoso (1998), to lead co-teaching for learning improvement and educational inclusion, with some practice tools for facilitate the implementation.

Author Biography

Felipe Rodríguez

Profesor de Historia y Geografía y Profesor de Educación Especial. Magíster en Educación mención Gestión Curricular de la Universidad del Bío-Bío. Diplomado en Dirección y Liderazgo Escolar, Diplomado en Gestión Directiva de Organizaciones Escolares de la Pontificia Universidad Católica de Chile. Actualmente se desempeña profesionalmente como coordinador de Programa de Integración Escolar y docente universitario. También participa como relator en organismos de capacitación para profesores. Ha desarrollado investigación en el área de la educación especial y la gestión curricular.

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Published

2014-11-01

How to Cite

Rodríguez, F. (2014). Co-teaching, a strategy for educational improvement and inclusion. Revista Latinoamericana De Educación Inclusiva, 8(2), 219–233. Retrieved from https://revistainclusiva.ucentral.cl/revistainclusiva/article/view/8_2_013

Issue

Vol. 8 No. 2 (2014): Current Research in Inclusive Education

Section

Temática Libre

License

Copyright (c) 2014 Revista Latinoamericana de Educación Inclusiva

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

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