Inclusive co-teaching with teachers with intellectual disabilities in teacher education Rodríguez Herrero, Pablo García-Sempere, Pablo Cabrera, Andrés Teacher education Inclusive education University education A new model of teacher education in inclusive methodology was studied: co-teaching with teachers with intellectual disabilities in pre-service teacher education. The main objectives were to understand how this educational experiment was perceived by three teachers (one tenured and two with intellectual disabilities) and trainees on a postgraduate course on inclusive education, and to identify implications for teacher education. The methodology was qualitative and phenomenological. Individual interviews were conducted with the three teachers, and a focus group with three trainees. The main conclusions were: (1) the co-teaching experience had a significant and positive impact on the teachers’ concept of inclusion, teaching identity and personal and professional development; (2) having teachers with intellectual disabilities contributed to education on inclusive approaches; (3) the teaching model needed to be further developed. As an outcome of the results analysis, the characteristics of an inclusive co-teaching model for university teaching are defined. 2024-04-24T10:54:10Z 2024-04-24T10:54:10Z 2023-11-29 journal article Pablo Rodríguez Herrero, Pablo José García Sempere & Andrés Cabrera García (29 Nov 2023): Inclusive co-teaching with teachers with intellectual disabilities in teacher education, European Journal of Teacher Education, DOI: 10.1080/02619768.2023.2288550 https://hdl.handle.net/10481/91125 10.1080/02619768.2023.2288550 eng http://creativecommons.org/licenses/by-nc-nd/4.0/ open access Attribution-NonCommercial-NoDerivatives 4.0 Internacional Informa UK Limited