Alte schulische Ordnung in neuer Akteurkonstellation

Rekonstruktionen zur Multiprofessionalität und Kooperation im Rahmen schulischer Inklusion

verfasst von

Saskia Bender, Martin Heinrich

Abstract

Studies on mono- And multi-professional cooperation have revealed not only a strong consensus in the normative demand to recognize the need for a still to be fully designed concept of egalitarian cooperation, but have also provided empirical evidence that the actual cooperation in German schools is but poorly developed. The authors approach this phenomenon from the perspective of reconstructive governance research, focusing on the prima facie new constellations of actors in inclusive education. To begin with, they examine whether the interdependence management of extended constellations of actors in inclusive education reveals forms of dealing with the challenges of "cooperation" that are similar to those we know from the field of school research and research on all-day schooling. On the basis of a detailed reconstructive case study, they then work on the thesis that - beyond the difference of distinctive professional approaches - cooperation problems result not only from professional differences, but also from structural issues of teacher cooperation in the classroom.

Organisationseinheit(en)

Institut für Erziehungswissenschaft

Typ

Artikel

Journal

Zeitschrift fur Padagogik

Band

62

Seiten

90-104

Anzahl der Seiten

15

ISSN

0044-3247

Publikationsdatum

2016

Publikationsstatus

Veröffentlicht

ASJC Scopus Sachgebiete

Ausbildung bzw. Denomination

Ziele für nachhaltige Entwicklung

SDG 4 – Qualitativ hochwertige Bildung