Formación inicial docente y prácticas de coenseñanza: ¿qué dice la investigación internacional de los últimos 20 años?

This article follows the PRISMA rules for systematic reviews and is part of the research on co-teaching practices in initial teacher training (ITT). It explores the key formative experiences, models, explanatory dynamics, and facilitators/barriers for participants in the co-teaching processes in the context of the FID. Studies of co-teaching in teacher education, experiences prior to entering the teaching profession, and methodologies used in education programs were included to write this paper. Articles related to predictive models and those that could not be found on FID were excluded. 59 studies published in journals indexed in the WoS, Scopus, and Scielo databases between the years 2000 and 2020 were considered. The analysis was performed using a combination of content analysis and the constant comparative method. The results show two main configurations of co-teaching in the FID, a high impact on teachers in the school system, university staff, and pedagogy students, as early co-teaching practices benefit not only the latter, but also other actors, both from university institutions and school communities. Limitations of this article include the scarce evidence in Spanish and the diversity of the understanding of collaboration in ITT. The article contributes to the visibility of training needs and the exploration of open pathways in initial and continuous teacher education in co-teaching practices. [ABSTRACT FROM AUTHOR]