Co-enseñanza en la formación inicial docente

una experiencia en cursos de práctica pedagógica

Abstract

This article analyzes the experience of co-teaching between teachers of a Bachelor's program specifically in pedagogical practice courses. This study, with a qualitative approach, explored how teachers experienced this modality of joint work, evaluating its personal and professional implications, as well as the learning acquired during this process. The results highlight that co-teaching generally promotes continuous dialogue between colleagues, allowing the shared construction of knowledge and pedagogical strategies. This opportunity for collaborative work and learning is subject to issues such as time management for joint planning, the conciliation of teaching styles and personal affinities that allow establishing a space for exchange and respect that facilitates, not only the exchange, but also the peer decision making.

In this analysis, various modalities of co-teaching, alternating and in teams, were identified, the latter being the most valued for its potential to enrich the teaching-learning dynamics and help the professional insertion of new teacher educators.