Interprofessionelle Lehrkraftkooperation im inklusiven Unterricht aus der Perspektive der Schülerinnen und Schüler = Cooperation among Teacher in inclusive education from the perspective of students

Abstract

The interprofessional teacher cooperation is regarded as a significant key success factor for such inclusive settings (e.g. Urban & Lütje-Klose, 2014) to take an appropriate response to the different learning, developmental and needs of students with and without special educational needs. The findings on the research on interprofessional cooperation of teachers so far reported in the literature is almost exclusively based on the teachers' perspectives. The present study focuses on the perspective of students to avoid bias based on social desirability of teacher reports. The ATIS-STEP (Attitudes Towards Inclusive Schooling - Students, TEachers and Parents) study with a full sample of 721 fourth grade students, who were educated in inclusive classes in Austria has been used as data basis. The majority of students in the paper pencil survey indicate that they "rather" like two teachers teaching in a team, and that feel well and supported. The results of multi-level regression analyses have shown that female students like cooperation of teachers more and feel more supported than male students. Both the preference for teamwork and the perceived support can be explained by two types of teamwork: co-teaching and individual support. The more students like the teamwork and experience it as supportive, the more students are also able to work as a group and with a partner. Moreover, there was a significant positive correlation between the preference for teacher cooperation and the perceived support provided by the cooperation of teachers with the school wellbeing and the social inclusion of students.