Abstract

Within a teacher professional development initiative, this study characterizes co-teaching of special education and mathematics teachers while promoting argumentation with an inclusive perspective in a shared classroom. The exploratory study of multiple cases analyzed classroom video recordings of three co-teaching dyads, distinguishing types of co-teaching in the interaction between dyads, as well as types of argumentation orchestration in co-teaching. Findings show a bidirectional relationship between argumentation and co-teaching. Promoting argumentation enriches co-teaching practices. In turn, co-teaching favors diversifying practices to promote argumentation.