Codocencia y roles profesionales en situaciones de crisis educativa: tensiones entre el individualismo y el profesionalismo colaborativo para responder a la diversidad
Year: 2025
Type: article
Abstract: This qualitative study explored the co-teaching experience of four teaching dyads of the School Integration Program in Chile, specifically in relation to the configuration and exercise of their professional roles during COVID-19 confinement. Three recurring themes of tensions were identified: the perception of the professional role in terms of the students served, the willingness to work in co-teaching, and the protagonism of each co-teacher. These tensions reveal challenges in the delimitation of roles, resistance to collaborative work and demands for equitable participation, influenced by educational policies and power dynamics. The study highlights the need for greater integration and cooperation among teachers to enrich the educational experience, professional development and progress towards a more inclusive education.
Language: Spanish
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4409414964