Resumen

BELLO LOZANO, Paulina Andrea; ESPINOZA MELO, Carmen Cecilia  y  OTONDO BRICENO, Maite. REI didactic device, co-teaching and teacher identity in contexts of educational inclusion. Conrado [online]. 2021, vol.17, n.79, pp. 186-198.  Epub 02-Abr-2021. ISSN 1990-8644.

The objective of the research is to understand the meaning of the teaching experience, before the implementation of a didactic device, called Study and Research course making visible its obstacles and facilitators. The device, proposed by the Anthropological Theory of the Didactic, is worked on in a primary course with a high vulnerability index, in co-teaching, among regular classroom teachers and the differential education teacher, in which students with special educational needs participated. The qualitative nature of the research objective is addressed under a case study, the data is collected through observation and semi-structured interviews. The results identify three emerging categories; curriculum articulation, teacher perception and paradigm shift. It is concluded that teachers value the experience of working with the device in co-teaching, since it allows to move from the traditional class to a class focused on an educational inclusion approach.

Palabras clave : Co teaching and didactic device SRC; meaning of the experience in educational inclusion.

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