Collaborative work between special education and mainstream teachers: Perceptions and practices in a chilean high school
Article Sidebar
Main Article Content
Abstract
This study examines the relevance of teacher collaboration as a strategy to strengthen educational inclusion and improve student learning outcomes. The aim was to explore the perceptions and experiences of general education and special education teachers regarding collaborative work in a Chilean Bicentennial high school. The research adopted a quantitative approach with a descriptiveexploratory design. The sample consisted of 30 teachers who completed an online survey. Data were analyzed using descriptive statistics, including frequencies and percentages. The findings reveal a predominantly positive perception of collaborative work, highlighting its contribution to student learning, increased participation, and teachers’ professional development. However, a gap was identified between this favorable perception and its effective implementation in educational practice. The main challenges include limited time for coordination, insufficient systematization of collaborative activities, excessive workload, and ambiguity in role definitions among professionals. In addition, unequal implementation of strategies such as co-teaching and joint planning was observed. The study concludes that, although teachers show a positive disposition toward collaborative work, its consolidation requires stronger institutional, organizational, and training conditions that support its systematic implementation in inclusive educational settings.
Article Details
Section
How to Cite
References
Castro, R., & Sagredo-Lillo, E. (2025). Co-teaching and collaborative work in inclusive educational contexts. Salud, Ciencia y Tecnología, 5(1), 1089. https://doi.org/10.56294/saludcyt20251089
Cavagnini, M. J., Da Fonte, M. A., Boesch, M. C., Neff, G. C., Bounds, M. C., & Bowers, K. N. (2025). Together we can do great things! AAC teams from the perspective of special education teachers. Communication Disorders Quarterly, 46(4), 222-232. https://doi.org/10.1177/15257401241273877
Chile. (2023). Ley N.° 21.545: Establece la promoción de la inclusión, la atención integral y la protección de los derechos de las personas con trastorno del espectro autista en el ámbito social, de salud y educación. Biblioteca del Congreso Nacional de Chile. https://www.bcn.cl/leychile/navegar?idNorma=1190123
De Jong, L., Meirink, J., Admiraal, W., & Schenke, W. (2022). School-based collaboration as a learning context for teachers: A systematic review. International Journal of Educational Research, 112, 101927. https://doi.org/10.1016/j.ijer.2022.101927
Díaz, R., Droguett, A., & Piñeiro, J. L. (2022). Creencias y concepciones sobre co-docencia con profesores de educación diferencial manifestadas por futuros profesores de matemáticas. Revista Latinoamericana de Educación Inclusiva, 16(1), 131-147. https://doi.org/10.4067/S0718-73782022000100131
Dogbea, C. S. K., Tweneboah, I., Basoah, P., Arkrofia, A. A., & Appiah, N. (2024). Papel mediador de la creatividad docente en las relaciones entre comunicación estratégica interna, comportamiento de búsqueda de retroalimentación y desempeño docente. Cogent Education, 11(1), 2351260. https://doi.org/10.1080/2331186X.2024.2351260
Friend, M., Embury, D. C., & Clarke, L. (2015). Co-teaching versus apprentice teaching: An analysis of similarities and differences. Teacher Education and Special Education, 38(2), 79-87. https://doi.org/10.1177/0888406414529308
Ministerio de Educación de Chile. (2023). Circular N.° 586: Instrucciones para la promoción de la inclusión, la atención integral y la protección de los derechos de párvulos y estudiantes autistas. https://www.mineduc.cl/
Ministerio de Educación de Chile. (2009). Decreto N.° 170: Fija normas para determinar los alumnos con necesidades educativas especiales que serán beneficiados de las subvenciones para educación especial. Biblioteca del Congreso Nacional de Chile. https://www.bcn.cl/leychile/navegar?idNorma=1012570
McLeskey, J., Barringer, M.-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017). High-leverage practices in special education. Arlington, VA: Council for Exceptional Children & CEEDAR Center.
Monzalve, M., Sánchez, S., & Díaz-Levicoy, D. (2023). Examinando la formación en manejo y apoyo conductual en el aula y sentido de eficacia de futuros profesores. Formación Universitaria, 16(1), 1-10. https://doi.org/10.4067/S0718-50062023000100001
Muñoz-Oyarce, M., Monzalve-Macaya, M., & Sepúlveda-Vallejos, S. (2023). Teachers’ social representations of inclusive education: A systematic review of literature 2010-2020. International Journal of Evaluation and Research in Education, 12(2), 720-728. https://doi.org/10.11591/ijere.v12i2.24070
Palacios, R., Larrazabal, S., & Monzalve, M. (2022). Evident demands and absent changes: Special education teachers’ initial training in Chile. British Journal of Special Education, 49(4), 628-647. https://doi.org/10.1111/1467-8578.12423
Razalli, A. R., Hashim, A. T., Mamat, N., & Ariffin, A. (2020). Collaborative teaching between special education teachers and mainstream teachers in inclusive education program. International Journal of Academic Research in Business and Social Sciences, 10(8). https://doi.org/1055-1065. 10.6007/IJARBSS/v10-i8/7713
Sagredo-Lillo, E. J., Bizama Muñoz, M. P., & Careaga Butter, M. (2020). Gestión del tiempo, trabajo colaborativo docente e inclusión educativa. Revista Colombiana de Educación, 78, 343-360. https://doi.org/10.17227/rce.num78-9526
Sundqvist, C., Björk-Åman, C., & Ström, K. (2021). Co-teaching during teacher training periods: Experiences of Finnish special education and general education teacher candidates. Scandinavian Journal of Educational Research, 65(5), 1-15. https://doi.org/10.1080/00313831.2021.1983648
Szumski, G., Narkun-Jakubińska, Z., Grygiel, P., & Smogorzewska, J. (2025). General and special education teachers in co-teaching: Self-efficacy in collaboration, co-teaching benefits, and teaching practices in inclusive classrooms: A mediation analysis. European Journal of Special Needs Education, 40(6), 1155-1171. https://doi.org/10.1080/08856257.2025.2486535
Tzivinikou, S. (2015). Collaboration between general and special education teachers: Developing co-teaching skills in heterogeneous classes. Problems of Education in the 21th Century, 68, 108-119.