Power relations in co-teaching tasks: a case study among pairs of teachers in Chile
Abstract
In Chile, co-teaching has been proposed as an effective measure from inclusion policies to improve the quality of learning for all students, especially, to favor the educational processes of children with learning disabilities. However, the existing research to date on this phenomenon has focused on describing and identifying barriers and facilitators in teaching work together, without problematizing the power relations that are exercised between educators when working together. The objective of this research is to know the power relations present in co-teaching tasks from a Foucauldian analytical perspective, between two pairs of teachers in their daily pedagogical work. Methodologically, it was decided to develop a case study with an ethnographic approach, in which the presence of asymmetric power relations related in the first place, by the knowledge or knowledge-power that each of the professionals displayed to legitimize their status is detected as a teaching expert or as a specialist in inclusion and learning disabilities. Secondly, there is evidence of a dispute over space and authority within the regular classroom, this space being a place where an exercise of power was frequently detected in favor of primary education teachers, the special education teachers being located at the margin of participation in the classroom.
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