Evaluation of professional co-teaching practices

dc.creatorHernandez, Carlos Arriagada
dc.creatorPerez, Natalie Gislaine Venegas
dc.creatorCalzadilla-Perez, Oscar Ovidio
dc.date2021
dc.date2021-10-04T18:54:33Z
dc.date2021-10-04T18:54:33Z
dc.date.accessioned2022-10-18T14:52:27Z
dc.date.available2022-10-18T14:52:27Z
dc.identifierPRAXIS & SABER,Vol.12,,2021
dc.identifierhttp://repositoriodigital.uct.cl/handle/10925/4354
dc.identifier10.19053/22160159.v12.n31.2021.10795
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/4444104
dc.descriptionCo-teaching is an internationally recognized strategy for its possibilities on teacher professional development and student learning, which involves considerable transformations in the classroom. The Chilean Ministry of Education implemented this strategy through the School Integration Programs, pointing to it as a tool for improving the quality of education. Consequently, this article focuses on the evaluation of co-teaching practices through a descriptive and mixed study based on the interview and the focus group. The latter became an occasion for understanding and reflecting on teachers' pedagogical and curricular management concerning co-teaching practices. From this evaluation, we identified both difficulties regarding time management for teaching preparation and the prevalence of isolated work on the part of the classroom teacher and the differential educator. The instrumented improvement actions strengthened pedagogical leadership, teaching design, interpersonal relations, teacher professional development and student learning.
dc.languagees
dc.publisherUNIV PEDAGOGICA & TECNOLOGICA COLOMBIA
dc.sourcePRAXIS & SABER
dc.subjectco-teaching
dc.subjectleadership
dc.subjectprofessional training
dc.subjectstudent work
dc.subject
dc.titleEvaluation of professional co-teaching practices
dc.typeArticle


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