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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 intraand 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.

pensamiento educativo revista de investigación educacional latinoamericana

Coenseñanza entre docentes de educación general básica y educadoras diferenciales: incidentes críticos de la práctica colaborativa en proyectos de integración educativa