Details
| Originalsprache | Deutsch |
|---|---|
| Seiten (von - bis) | 90-104 |
| Seitenumfang | 15 |
| Fachzeitschrift | Zeitschrift fur Padagogik |
| Jahrgang | 62 |
| Ausgabenummer | 62 |
| Publikationsstatus | Veröffentlicht - 2016 |
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.
Schlagwörter
- Cooperation, Governance analysis, Inclusion, Profession, Team teaching
ASJC Scopus Sachgebiete
- Sozialwissenschaften (insg.)
- Ausbildung bzw. Denomination
Ziele für nachhaltige Entwicklung
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in: Zeitschrift fur Padagogik, Jahrgang 62, Nr. 62, 2016, S. 90-104.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung
}
TY - JOUR
T1 - Alte schulische Ordnung in neuer Akteurkonstellation
T2 - Rekonstruktionen zur Multiprofessionalität und Kooperation im Rahmen schulischer Inklusion
AU - Bender, Saskia
AU - Heinrich, Martin
PY - 2016
Y1 - 2016
N2 - 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.
AB - 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.
KW - Cooperation
KW - Governance analysis
KW - Inclusion
KW - Profession
KW - Team teaching
UR - http://www.scopus.com/inward/record.url?scp=84974622756&partnerID=8YFLogxK
M3 - Artikel
VL - 62
SP - 90
EP - 104
JO - Zeitschrift fur Padagogik
JF - Zeitschrift fur Padagogik
SN - 0044-3247
IS - 62
ER -