TY  - BOOK
AB  - Cooperation between teachers and special educators is a central requirement for inclusive schools in which students both with and without special educational needs are taught together. In many studies the autonomy/equity norm is reported as a significant obstacle for cooperation. It implies that teachers strive towards a high amount of autonomy in the sense of ‘privacy in their classroom’ as a reaction to endemic uncertainties of pedagogical work and specific work conditions in schools. Nevertheless, some studies point out that general and special educators strive for and engage in intense forms of cooperation.

In this study it is argued from a self-determination theory perspective that cooperation can be accompanied by high values of perceived autonomy if teachers internalized the need for cooperation as part of their professional identity.
Furthermore, factors affecting the frequency of cooperation, perception of goal conflict frequency, and stress caused by goal conflicts relating to the endemic uncertainties of pedagogical work are investigated.
Analyses were carried out using survey data collected from 222 general and special educators working in either inclusive primary schools, or special schools where pupils had specific special educational needs in the domain of ‘learning’.

A key outcome of the study is the absence of the anticipated negative effect of cooperation on the perception of autonomy. This underlines doubts regarding the relevance of the autonomy/equity norm.
In addition to that, having special educators with greater levels of experience, as well as the support of the principal through providing fixed time slots for cooperation are identified as central factors supporting cooperation in inclusive schools. Moreover, increased levels of cooperation were found to reduce the perception of goal conflict frequency and stress relating to goal conflicts for general educators.

The results of the study are discussed with regard to theoretical implications,the professionalization of general and special educators and opportunities to enhance cooperation and supportive settings in inclusive schools.
DA  - 2019
DO  - 10.31244/9783830990437
KW  - Kooperation
KW  - Inklusion
KW  - Sonderpädagogik
KW  - Schulentwicklung
KW  - BiLieF
LA  - ger
PY  - 2019
SE  - 258-
SN  - 978-3-8309-4043-2
TI  - Kooperation selbst bestimmt? Interdisziplinäre Kooperation und Zielkonflikte in inklusiven Grundschulen und Förderschulen
UR  - https://nbn-resolving.org/urn:nbn:de:0070-pub-29371502
Y2  - 2024-11-22T02:13:16
ER  -