Codocencia e inclusión: una revisión cualitativa de la literatura científica
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El presente trabajo analiza la codocencia como innovación metodológica esencial para el logro de una educación inclusiva. Esta práctica, basada en la colaboración docente a través de la coplanificación, coenseñanza y coevaluación, se considera una estrategia eficaz para atender la diversidad en las aulas y mejorar la calidad educativa. Numerosos estudios empíricos han abordado esta cuestión, principalmente desde una perspectiva cualitativa, por lo que una revisión en profundidad de los estudios empíricos cualitativos publicados sobre codocencia en el periodo comprendido entre 2020 y 2025 es procedente. Se siguió la metodología PRISMA y se efectuaron búsquedas en las bases de datos Web of Science y Scopus. Tras aplicar los criterios de inclusión y exclusión, se seleccionaron 12 estudios procedentes de distintos países. Los resultados muestran que la codocencia favorece la colaboración docente, la eficiencia de ciertos procesos de aprendizaje, la formación de actitudes positivas y el desarrollo de la autoeficacia docente. En el alumnado, se evidencia una mejora en la participación, la inclusión y el sentido de pertenencia, especialmente en quienes presentan necesidades educativas especiales. Se concluye que la codocencia constituye una estrategia pedagógica eficaz para promover la educación inclusiva, siempre que se base en la planificación conjunta, la equidad de roles y la existencia de formación y espacios de colaboración docente.
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