Abstract

Co-teaching is a new practice in Chile, involving two teachers sharing the teaching of students. This research uses a sequential mixed methodology and a multiple case study. The aim was to investigate the pedagogical interactions observed in co-teaching contexts between teachers and students in the first, third and fourth years of primary school. Classes of three pairs, each comprised by a general primary education teacher and a special education teacher, were analysed, in addition to six interviews with these same actors. The results show that the main interactions occur in the cognitive area, with a high proportion that are specific to the context of virtual education, as well as interactions that respond to socio-emotional elements. There is also constant predominance of the regular teachers over the special education teachers. The results enable us to investigate co-teaching relationships during the pandemic and encourage future research into student learning in co-teaching contexts during the post-pandemic period. © 2025 Informa UK Limited, trading as Taylor & Francis Group.