Shared teaching: pathways to teaching practice

Abstract

This article aims to analyze how co-teaching can contribute to teaching practice, highlighting its impacts on teacher training, the quality of didactic transposition, and the promotion of a collaborative teaching environment. The methodology adopted was a literature review with a qualitative approach, covering publications from the last 10 years in the following databases: Lume – Digital Repository of the Federal University of Rio Grande do Sul (Ufrgs), Capes Journal Portal – Coordination for the Improvement of Higher Education Personnel, and Google Scholar. Seventeen articles were selected, providing a consistent foundation for the proposed analysis. However, the implementation of this approach faces challenges, such as the need for time for joint planning, adaptation of traditional practices, and resistance from some teachers. To overcome these barriers, institutional support and ongoing professional development are necessary. It is concluded that co-teaching represents an innovative path for teaching practice, breaking professional isolation and promoting the construction of collaborative identities.