Análisis del impacto de la docencia compartida en el aprendizaje del alumnado de primaria en Cataluña

This study analyzes the impact of co-teaching on primary school students’ learning in Catalonia, Spain. A concurrent mixed-method design was used, combining quantitative and qualitative approaches. A pretest and posttest were implemented in control and experimental groups, along with a qualitative questionnaire for the experimental group. The sample included 125 students from 5th and 6th grade in two schools. Quantitative results show an improvement in the academic performance of the experimental group; qualitative findings reveal a better disposition to learn and students perceive greater attention from teachers. It is concluded that co-teaching has the potential to improve learning, but further research with larger samples and greater control of variables is recommended to fully understand its impact on the learning process.