The strategy of co-teaching has been recently incorporated to Educational Integration Programs in Chile, which involves considerable changes in the teaching work. This paper presents a theoretical revision, analyzing its conceptual origin, fundamental characteristics, benefices, approaches, its relationship with the curriculum management and its influential elements. It also presents an implementation proposal based in the operational alignment model of Donoso (1998), to lead co-teaching for learning improvement and educational inclusion, with some practice tools for facilitate the implementation.

Co-teaching, Collaborative work, Inclusive education, Teaching work, Educational improvement.