Co-Teaching and Inclusion: A Qualitative Review of the Research Literature
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Abstract
The present study examines co-teaching as a key methodological innovation for achieving inclusive education. This collaborative practice—encompassing co-planning, co-instruction, and co-assessment—is regarded as an effective approach to addressing classroom diversity and enhancing educational quality. Numerous empirical investigations have explored this topic, primarily from a qualitative standpoint, which makes an in-depth review of qualitative research on co-teaching conducted between 2020 and 2025 both timely and relevant. The PRISMA methodology was followed, and systematic searches were carried out in the Web of Science and Scopus databases. After applying inclusion and exclusion criteria, twelve studies from various countries were selected for analysis. Findings indicate that co-teaching fosters teacher collaboration, improves the efficiency of certain learning processes, promotes positive attitudes, and strengthens teachers’ self-confidence. For students, it enhances participation, inclusion, and sense of belonging—particularly among those with special educational needs. It is concluded that co-teaching represents an effective pedagogical strategy for advancing inclusive education, provided that it is grounded in joint planning, role equity, and the availability of dedicated training and collaboration spaces for teachers.
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