Perspectives of teachers and school leaders

on the development of shared pedagogical

practices: development of co-teaching in
Chilean public schools

Cesar Maldonado Diaz- cmaldonadod@ucsh.cl

Alvaro Gonzalez Torres - agonzalezt@ucsh.cl
Perspectives of teachers and school directors on the development of shared pedagogical practices: development of co-teaching in Chilean public schools

Introduction and context

 Project framed within the internal fund of the UCSH, and coordinated by professionals from
different disciplines (pedagogy, sociology, psychology and engineering), belonging to the Research
Center for Socio-educational Transformation (CITSE) of the Universidad Católica Silva Henríquez.
 At the global level, practices that favor attention to diversity in school classrooms have gained
strength, in response to the global challenges of democratic and inclusive teaching (Ainscow, 2020;
UNESCO, 2020; Chapman and & Ainscow, 2021).
 Co-teaching practices have become a joint teaching strategy that responds to the challenges of
cooperation between teachers (Chandler-Olcott & Nieroda, 2016; Friend, 2019; Scruggs &
Mastropieri , 2017).
 In the Chilean context, the creation of the School Integration Programs (PIE) stands out as a
framework for school integration that modifies the public regulations that regulate school inclusion
and that they propose to work through the collaborative work of multidisciplinary teams.
 In this scenario, the Covid-19 pandemic has stressed school communities in various collaborative
dimensions (Gajardo-Asbún et al, 2021; Lizana et al, 2021; Ramos-Huenteo et al, 2020; Salas et al,
2020) including co-teaching practices .
Perspectives of teachers and school directors on the development of shared pedagogical practices: development of co-teaching in Chilean public schools

Research question and objective

What types of co-teaching practices are developed in Chile and what

differences have arisen due to the COVID-19 scenario?

Distinguish the co-teaching practices deployed by teachers who work in

public establishments, in a face-to-face education scenario, and their changes
to remote education as a result of COVID-19.
Perspectives of teachers and school directors on the development of shared pedagogical practices: development of co-teaching in Chilean public schools

Theoretical framework
Co-teaching, origin and approach
• Co-teaching originates from the concept of cooperative teaching (Beamish et al,
2006; Murawski & Swanson, 2001).

• It refers to the responsibility shared by teachers to teach a class, where they provide
help and collaborate for the needs of the students (Cramer et al, 2010; Friend, 2008).

• Both teachers collaboratively plan, teach, and assess a group of students (Beninghof,
2012; Cook & Friend, 1995; Murawski, 2008).

• It would allow co-teachers to address different instances of learning (Krüger & Yorke,
2010), which would encourage the modeling of collaborative practices in the
classroom and interdisciplinary thinking (Karahan & Roehrig, 2017).

• Several studies point to positive consequences of various kinds in the teaching

practice of professionals who participate in classrooms where co-teaching is done
(Besic et al., 2016; Brendle et al., 2017; Everett, 2017; Elder & Kuja, 2019; Hoppey ,
2016; Mastropieri & Scruggs, 2016; Saloviita, 2017).
Perspectives of teachers and school directors on the development of shared pedagogical practices: development of co-teaching in Chilean public schools

Theoretical framework
Support conditions for co-teaching
• Due to the complexities inherent in the implementation of co-teaching , the support
of school administrators is essential to generate favorable conditions for this practice
(Friend , 2009).

• Among these conditions, international research highlights the creation of a shared

vision regarding co-teaching , the definition of teachers' roles, the scheduling of work
spaces for joint planning, the review of the quality of evaluations and their use in
pedagogical decisions, and the provision of learning opportunities for teachers,
among others ( Sheehy , 2007).

• Studies in Chile on co-teaching point to the importance of principals in safeguarding

planning time and opportunities for teacher professional development (Urbina et al.,
2017; Figueroa et al, 2020) , but the evidence is still scarce.

• The role of principals in co-teaching echoes the concept of "leadership for learning,"
which describes managerial action in terms of five dimensions: setting objectives in
relation to learning, allocating resources strategically, ensuring quality teaching. ,
facilitate teacher learning, and ensure an orderly and safe environment (Bolívar,
2012; Robinson, 2008).
Perspectives of teachers and school directors on the development of shared pedagogical practices: development of co-teaching in Chilean public schools

Theoretical framework
Co-teaching in Chile
• Focused on joint experiences between public school teachers and the difficulties to
implement the policy that regulates collaboration between professionals in the
school communities attached to the PIE.

• First group of studies: they investigate the conceptions of teachers who co-teach.
They point out the different visions among teachers and the various profiles that
emerge from them (Arriagada et al., 2021; Inostroza; 2021; López et al., 2014; Muñoz
et al., 2015).

• Secondly, the inquiries about the forms of development of co-teaching: show a low
degree of collaboration between teachers. (Rodríguez, 2012; Figueroa-Céspedes et
al., 2020; Rosas & Palacios, 2021; Urbina et al., 2017).

• Other interesting findings from the referred studies is that they show a series of
facilitators and barriers in this practice that requires strong institutional support for
its implementation (Maldonado-Díaz, 2022).
Perspectives of teachers and school directors on the development of shared pedagogical practices: development of co-teaching in Chilean public schools

Theoretical framework
COVID-19 and co -teaching
• In Chile, the studies are incipient.

• Recent international research on this practice shows different consequences in its

implementation, but also advances in its development.

• The studies coincide in pointing out that the changes from face-to-face to online and
hybrid education models in socio-sanitary emergencies have led to three dilemmas
for co-teachers.

• First, the need to continue with instruction specially designed or appropriate for
these scenarios. Second, the constant emergence of new challenges due to COVID-19
or related public policies. Lastly, the uncertainty regarding how to implement co-
teaching in this new context (Barron et al, 2021; Chizhik & Brandon, 2020).

• Thus, the incorporation of co-teaching could be the answer to two challenges of

current education: the need to support students with SEN and support for future
teachers who participate in this modality (Dover, 2021; Koetje, 2021; Rees et al.,
2020; Shields et al, 2021).
Perspectives of teachers and school directors on the development of shared pedagogical practices: development of co-teaching in Chilean public schools

Methodology

• Quantitative research with non-probability sampling for convenience: 179 teachers

and 59 managers from 21 establishments in the north, center and south.
• Exploratory and descriptive scope, through a survey applied in 2021.
• Analysis categories:

shared teaching Joint evaluation

joint planning
• Existence of the practice of learning
• Existence of the practice
• Changes due to COVID • Existence of the practice
• Changes due to COVID
(Frequency and focus) • Changes due to COVID
(Frequency and focus)
• Practice Assessment (Frequency and focus)
• Practice Assessment
• Practice Assessment

Support for the practice of co-teaching during the pandemic

Perspectives of teachers and school directors on the development of shared pedagogical practices: development of co-teaching in Chilean public schools

Characterization of establishments
Variable Category % establishments % participants
Territory North Zone 50% 25%
Center 30% 32%
South Zone 20% 44%
rurality Urban 60% 59%
Rural 40% 41%
faculty Less than 15 teachers 20% 9%
Between 15 and 30 50% 52%
teachers
More than 30 teachers 30% 39%
Registration number Less than 100 students 15% 6%
Between 100 and 300 45% 45%
students
Between 301 and 500 25% 23%
students
More than 500 students 15% 25%
years of operation Between 10 and 39 years 20% 26%
Years in co-teaching Category
Between 40 and 69 years 5 0% % 38%
practices at the Between
less than70 and 99
5 years years
ago 1 5% 39% 22%
establishment more than5100
Between andyears
15 years fifteen% 45% 14%
more than 15 years ago 16%
Perspectives of teachers and school directors on the development of shared pedagogical practices: development of co-teaching in Chilean public schools

Results

teaching position Executive position

• 42% basic education teacher • 20% directors
• 24% head of technical unit
• 27% specialist teacher
• 12% PIE coordinator
• 31% Differential/special education • 9% ¿Inspector General?
teacher • 36% other management positions
Subjects Years in co-teaching practices
• 23% natural sciences • 63% less than 5 years
• 20% social sciences • 28% between 5 and 10 years
• 60% language • 8% 11 years or more ago
• 58% math
Establishment size
Cycle • 3 establishments with less than 100 students
• 9 establishments from 100 to 300 students
• 56% first cycle • 5 establishments 301 to 500 students
• 51% second cycle • 4 establishments with 500+ students
Perspectives of teachers and school directors on the development of shared pedagogical practices: development of co-teaching in Chilean public schools

Results
Change in the frequency of joint planning

71% of teachers 2%

carry out joint 21% Aumenta

Continúa igual
planning 50%
Disminuye
27% Cesa

Evaluation of joint planning in both periods Change in components of joint planning

100%
Objetivos de aprendizaje 41%
80%

60% Contenidos 34%

40% 37% 40% 36% 36%

21% 20% Metodologías de enseñanza y aprendizaje 63%

20%
7% 4%
0% Evaluación del aprendizaje 55%
Insuficientes Regulares Suficientes Muy buenas

Educación Remota Educación presencial 0% 20% 40% 60% 80% 100%

Perspectives of teachers and school directors on the development of shared pedagogical practices: development of co-teaching in Chilean public schools

Results
Change in the frequency of co-teaching

61% of teachers 7%

carry out shared 32% Aumenta

26% Continúa igual
teaching Disminuye
Cesa

34%

Evaluation of shared teaching in both periods Change in the components of shared teaching
100%
Objetivos de aprendizaje 30%
80%

60% Contenidos 29%

44%
40% 36%
30% 33%
Metodologías de enseñanza y aprendizaje 56%
20% 16% 17% 16%
7%
0% Evaluación del aprendizaje 43%
Insuficientes Regulares Suficientes Muy buenas

Educación Remota Educación Presencial 0% 20% 40% 60% 80% 100%

Perspectives of teachers and school directors on the development of shared pedagogical practices: development of co-teaching in Chilean public schools

Results

Change in the frequency of joint learning

assessment
75% of teachers 3%

carry out joint 23% Aumenta

evaluation of
37%
Continúa igual

learning Disminuye

Cesa
37%

Evaluation of the joint assessment of learning in both Change in the components of the joint assessment
periods of learning
100%
Aprendizajes 48%
80%

60% 50% Cantidad evaluaciones 43%

44%
40%
27% 28%
18% 17% Escalas o puntajes 26%
20% 11%
5%
0% Instrumentos para evaluar 57%
Insuficientes Regulares Suficientes Muy buenas

Educación Remota Educación presencial 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Perspectives of teachers and school directors on the development of shared pedagogical practices: development of co-teaching in Chilean public schools

Results

91% of managers 44% of managers

acknowledge some indicate an increase in
change in support for training for co-
co-teaching during the teaching during the
pandemic pandemic

Changes in the support granted for co- Training instances for co-teaching during
teaching as a result of the pandemic the pandemic
2%
No han cambiado las condiciones para el trabajo
de pares 9%
22% Aumentaron
Aumento de los tiempos designados para el 50%
trabajo de pares Continuaron iguales
44%
Adaptación de espacios físicos o virtuales para el 72% Disminuyeron
trabajo de pares
Dejaron de realizarse
Actualización de los lineamientos para el trabajo
70% 32%
de pares

0% 20% 40% 60% 80% 100%

Perspectives of teachers and school directors on the development of shared pedagogical practices: development of co-teaching in Chilean public schools

Discussion

Those who co-teach the most are teachers of The most widespread practice is the
basic and first basic cycle, language and joint evaluation of learning, followed
Discussion
mathematics, for less than 5 years and from
small and large establishments
by joint planning, and in last place is
shared teaching.

Co-teaching practices are extended to

Teaching practices increased , but their
assessment decreased Natural and Social Sciences (joint
planning and assessment of learning

Greater experience in co-teaching practices

would lead to further modifications (especially Small and large schools show greater
in assessment teaching methodologies, and increase in co-teaching
assessment instruments).

The instances of teacher development

Substantial changes in the spaces for peer work
and in the guidelines for co-teaching and learning increase in less than half
of the cases
Perspectives of teachers and school directors on the development of shared pedagogical practices: development of co-teaching in Chilean public schools

conclusions

The study makes it possible to identify different training needs in co-teaching and,
from a projective perspective, spaces to continue developing initiatives in school
communities, as well as in initial teacher training and continuous teacher training
(Bullock et al, 2002; Rosas & Palacios, 2021; Zadorozhna et al, 2020).

It outlines the consequences and impact on the configuration of inclusive spaces. It

is a contribution to the report on benefits or innovations, in line with studies that
show how the pandemic has provided the conditions for new and deeper forms of
collaboration that had been eluded prior to the current global situation (Azorín &
Fullan, 2022).

The research hopes to contribute to the review of the experiences lived before and
during the pandemic, in order to make visible the training needs, the proposals for
improvement and investigate the open paths in the initial and continuous training of
teachers in practices. of shared teaching in inclusive educational contexts.
 Perspectives of teachers and school leaders
on the development of shared pedagogical
practices: development of co-teaching in
Chilean public schools

Cesar Maldonado Diaz- cmaldonadod@ucsh.cl

Alvaro Gonzalez Torres - agonzalezt@ucsh.cl