This chapter considers teacher learning in inclusive co-teaching
contexts, specifically the moral dimensions embedded within it. The
chapter draws data from a study focusing on teachers’ perceptions of
their learning during co-teaching in inclusive classrooms, and salient
moral features embedded in co-teaching situations. Data from joint
stimulated recall interviews conducted with three co-teacher pairs
illuminate that teachers perceived both possibilities and challenges
in key learning situations during co-teaching in inclusive classrooms.
In these situations, it is possible for teachers to articulate and
extract their guiding beliefs toward salient moral aspects in inclusive
teaching in order to extend their understanding and revise their
inclusive teaching practices. This chapter suggests that co-teaching is a
promising practice for promoting inclusive classroom communities where
teachers and students can learn together.