Bridging the Gap Between Theory and Practice: A Pilot Study on Teacher Collaboration in Greek Parallel Support Settings

The present study investigates the perspectives of General and Special Education teachers regarding their collaborative practices within the framework of “Parallel Support” in Greek primary schools. It is a quantitative pilot study with a sample of 90 educators, demonstrating high instrument reliability (Cronbach’s α = 0.864). The findings indicate strong mutual respect and professional trust, but limited implementation of meaningful collaboration. The “One Teach, One Assist” model predominates, while the lack of institutionalized shared planning time constitutes a major barrier. The preliminary findings suggest that professional development should focus on practical co-teaching strategies to enhance the sustainability of inclusive education.