Abstract

This study explored the experience of four teaching pairs during the educational crisis resulting from the COVID-19 lockdown in Chile. Group and individual interviews were conducted with the aim of understanding the phenomenon of co-teaching and the role that the comprehension and implementation of professional roles played in its practice, based on the identification of tensions between primary education and special education teachers. Through a reflexive thematic analysis, three recurring themes of tension were identified: the perception of the professional role according to the characteristics of the students targeted by the teaching action, the personal and professional willingness to work in co-teaching, and the level of protagonism of each co-teacher. These tensions reveal challenges in the delimitation of roles, resistance to collaborative work, and demands for equal participation, influenced by educational policy guidelines and power dynamics. The study highlights elements to consider in potential future crisis scenarios and emphasizes the need for greater professional collaboration to enrich the educational experience, professional development, and progress towards a more inclusive education. . © 2025 PEL,