Co-teaching as a collaborative teaching strategy: benefits, conditions and difficulties

Abstract

Within the field of collaborative teaching, co-teaching has received increasing attention from the scientific community in recent years. The aim of this article is to address the nature and pedagogical value of co-teaching, as well as to identify some of the most significant findings reported in the scientific literature on its benefits, conditions and difficulties of implementation. A critical literature review was carried out based on a systematic survey of scientific production, following the standards and guidelines of the PRISMA statement. The results suggest that co-teaching is a didactic strategy that enriches different aspects of the teaching and learning process and favours teachers’ professional development, however, it is not a didactic strategy of agile application, it requires a series of conditions and a path of learning, communication, coordination, flexibility and support that is not without difficulties.