Co-teaching as a Model of Organizational Management in Inclusive Classroom: Strengths and Weaknesses

Co-teaching is presented as an organizational support model between teachers to facilitate stu-dents' presence, participation, and progress and their integral development in an increasingly diverse society. It is an inclusive model that promotes theory, practice, and reflection to pedagog-ical transformation through collaboration between professionals. The main aim of this study is to identify how co-teaching sessions are carried out in Asturian infant and primary schools and what strengths or weaknesses teachers face in this organisational modality. A non-probabilistic convenience sampling (ex post facto) and a descriptive-comparative non-experimental quantita-tive design were carried out. The individualized and personalized teaching of students and pro-fessional enrichment stand out as strengths compared to the lack of time for planning and the lack of commitment of the teaching staff, which are analyzed as weaknesses. This work reveals a growing trend toward using this organizational modality as a facilitator of the inclusive process.