---
_id: '59708'
abstract:
- lang: ger
text: Die Arbeitszufriedenheit von Lehrkräften gilt als zentrale Komponente für
die Qualität des Bildungssystems. In inklusiven Schulen müssen Regelschullehrkräfte
und sonderpädagogische Lehrkräfte kooperieren, um allen Schüler:innen eine bestmögliche
Förderung zu gewährleisten. Dazu benötigen sie jedoch Zeitfenster, die von vielen
Lehrkräften als nicht ausreichend benannt werden. Ziel des vorliegenden Beitrags
ist es, empirisch zu untersuchen, welche Bedeutung festen Zeitfenstern für die
Lehrkräftekooperation im Klassenteam, im Jahrgangsteam und im Fachteam für die
Arbeitszufriedenheit zukommt. Weiterhin soll überprüft werden, ob Teile der Zusammenhänge
über die Zufriedenheit mit der Kooperationshäufigkeit und die kollektive Selbstwirksamkeitsüberzeugung
der Lehrkräfte erklärt werden können. Dazu werden Daten aus dem BMBF-geförderten
Projekt BiFoKi mit N=194 Lehrkräften und N=28 Schulleitungen analysiert. Die
Ergebnisse zeigen, dass feste Zeitfenster für die Kooperation in den unterschiedlichen
Teams mit einer erhöhten Arbeitszufriedenheit im Zusammenhang stehen und in Teilen
über die kollektive Selbstwirksamkeitsüberzeugung mediiert werden.
- lang: eng
text: The job satisfaction of teachers is considered a central component for the
quality of the education system. In inclusive schools, regular school teachers
and special needs teachers must cooperate in order to ensure that all pupils
receive the best possible support. To do this, however, they need time slots that
many teachers say are not sufficient. The aim of this article is to empirically
investigate the importance of fixed time slots for teacher cooperation in the
class team, the year team and the expert team for job satisfaction. Furthermore,
it will be examined whether parts of the correlations can be explained by satisfaction
with the frequency of cooperation and the teachers' collective self-efficacy expectations.
To this end, data from the BMBF-funded BiFoKi project with N=194 teachers and
N=28 head teachers will be analyzed. The results show that fixed time slots for
cooperation in the different teams are associated with increased job satisfaction
and are mediated in part by collective self-efficacy expectations.
alternative_title:
- Time for job satisfaction? A quantitative-empirical study on the significance of
fixed cooperation times for the job satisfaction of teachers in inclusive schools
article_type: original
author:
- first_name: Verena
full_name: Wohnhas, Verena
last_name: Wohnhas
- first_name: Phillip
full_name: Neumann, Phillip
id: '95559'
last_name: Neumann
- first_name: Birgit
full_name: Lütje-Klose, Birgit
last_name: Lütje-Klose
citation:
ama: Wohnhas V, Neumann P, Lütje-Klose B. Zeit für Arbeitszufriedenheit? Eine quantitativ-empirische
Studie zur Bedeutung fester Kooperationszeiten für die Arbeitszufriedenheit von
Lehrkräften in inklusiven Schulen. QfI - Qualifizierung für Inklusion Online-Zeitschrift
zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte.
2025;6(2). doi:10.21248/qfi.167
apa: Wohnhas, V., Neumann, P., & Lütje-Klose, B. (2025). Zeit für Arbeitszufriedenheit?
Eine quantitativ-empirische Studie zur Bedeutung fester Kooperationszeiten für
die Arbeitszufriedenheit von Lehrkräften in inklusiven Schulen. QfI - Qualifizierung
für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung
pädagogischer Fachkräfte, 6(2). https://doi.org/10.21248/qfi.167
bibtex: '@article{Wohnhas_Neumann_Lütje-Klose_2025, title={Zeit für Arbeitszufriedenheit?
Eine quantitativ-empirische Studie zur Bedeutung fester Kooperationszeiten für
die Arbeitszufriedenheit von Lehrkräften in inklusiven Schulen}, volume={6}, DOI={10.21248/qfi.167}, number={2}, journal={QfI
- Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort-
und Weiterbildung pädagogischer Fachkräfte}, publisher={University Library J.
C. Senckenberg}, author={Wohnhas, Verena and Neumann, Phillip and Lütje-Klose,
Birgit}, year={2025} }'
chicago: Wohnhas, Verena, Phillip Neumann, and Birgit Lütje-Klose. “Zeit für Arbeitszufriedenheit?
Eine quantitativ-empirische Studie zur Bedeutung fester Kooperationszeiten für
die Arbeitszufriedenheit von Lehrkräften in inklusiven Schulen.” QfI - Qualifizierung
für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung
pädagogischer Fachkräfte 6, no. 2 (2025). https://doi.org/10.21248/qfi.167.
ieee: 'V. Wohnhas, P. Neumann, and B. Lütje-Klose, “Zeit für Arbeitszufriedenheit?
Eine quantitativ-empirische Studie zur Bedeutung fester Kooperationszeiten für
die Arbeitszufriedenheit von Lehrkräften in inklusiven Schulen,” QfI - Qualifizierung
für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung
pädagogischer Fachkräfte, vol. 6, no. 2, 2025, doi: 10.21248/qfi.167.'
mla: Wohnhas, Verena, et al. “Zeit für Arbeitszufriedenheit? Eine quantitativ-empirische
Studie zur Bedeutung fester Kooperationszeiten für die Arbeitszufriedenheit von
Lehrkräften in inklusiven Schulen.” QfI - Qualifizierung für Inklusion. Online-Zeitschrift
zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte,
vol. 6, no. 2, University Library J. C. Senckenberg, 2025, doi:10.21248/qfi.167.
short: V. Wohnhas, P. Neumann, B. Lütje-Klose, QfI - Qualifizierung für Inklusion.
Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer
Fachkräfte 6 (2025).
date_created: 2025-04-29T08:14:03Z
date_updated: 2025-04-29T08:31:28Z
department:
- _id: '854'
doi: 10.21248/qfi.167
intvolume: ' 6'
issue: '2'
keyword:
- Arbeitszufriedenheit
- Inklusion
- Sonderpädagogik
- Kooperation
- Selbstwirksamkeit
- Schulentwicklung
- job satisfaction
- Inclusion
- Special Education
- Self-efficacy
- school development
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://www.qfi-oz.de/index.php/inklusion/article/view/167
oa: '1'
publication: QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung
über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte
publication_identifier:
issn:
- 2699-2477
publication_status: published
publisher: University Library J. C. Senckenberg
status: public
title: Zeit für Arbeitszufriedenheit? Eine quantitativ-empirische Studie zur Bedeutung
fester Kooperationszeiten für die Arbeitszufriedenheit von Lehrkräften in inklusiven
Schulen
type: journal_article
user_id: '95559'
volume: 6
year: '2025'
...
---
_id: '59915'
abstract:
- lang: eng
text: In our daily lives, we often come across ideas and approaches that are intended
to support and enhance our well-being, with the aim of achieving positive results,
such as resilience and health, if implemented effectively. This trend can be understood
as part of the long history of disciplining and normalizing the body in Western
societies. Functioning, keeping up, and being resilient in our fast-paced society
now appear to be the social norm. This status quo creates a link to physical education
(PE) as a body-related school subject, where the focus is on the body and its
performance. Several recent studies have explored the experiences of people with
visual impairment (VI) in PE. For young people with blindness and visual impairment
(BVI), sports and physical activity (PA) are deemed beneficial as they promote
physical and mental health while increasing well-being and life satisfaction.
These factors—well-being and life satisfaction—are closely intertwined with the
concept of resilience. However, resilience cannot be conceived without acknowledging
vulnerability, which people embody to different degrees. Vulnerability represents
a human condition, as all people are potentially vulnerable. What can this concept
mean for adolescents who are assigned to a so-called vulnerable group? By adopting
a critical perspective of Ableism within the context of Disability Studies, we
reclassified societal attributions of abilities. This article focuses on a semi-narrative
guided interview conducted with a 15-year-old teenager with BVI who had recently
transitioned from inclusive mainstream schools to a state-approved special school
for the visually impaired. Thus, she has had diverse experiences in both segregated
and inclusive educational settings. This study highlights the extent to which
empowering personal and non-personal factors are perceived as such and examines
their interaction with participation in sports contexts. The findings critically
reflect on the teachers' role in either enabling or hindering participation in
PE, emphasizing the need for inclusion-sensitive approaches in teacher education.
article_type: original
author:
- first_name: Anne
full_name: Bödicker, Anne
last_name: Bödicker
- first_name: Sandra
full_name: Elisath, Sandra
id: '112403'
last_name: Elisath
citation:
ama: 'Bödicker A, Elisath S. “I have a personal claim to myself”: a visually impaired
student’s perspective on her participation in physical activity and physical education
settings. Frontiers in Sports and Active Living. 2025;Volume 7-2025. doi:10.3389/fspor.2025.1585254'
apa: 'Bödicker, A., & Elisath, S. (2025). “I have a personal claim to myself”:
a visually impaired student’s perspective on her participation in physical activity
and physical education settings. Frontiers in Sports and Active Living,
Volume 7-2025. https://doi.org/10.3389/fspor.2025.1585254'
bibtex: '@article{Bödicker_Elisath_2025, title={“I have a personal claim to myself”:
a visually impaired student’s perspective on her participation in physical activity
and physical education settings}, volume={Volume 7-2025}, DOI={10.3389/fspor.2025.1585254},
journal={Frontiers in Sports and Active Living}, author={Bödicker, Anne and Elisath,
Sandra}, year={2025} }'
chicago: 'Bödicker, Anne, and Sandra Elisath. “‘I Have a Personal Claim to Myself’:
A Visually Impaired Student’s Perspective on Her Participation in Physical Activity
and Physical Education Settings.” Frontiers in Sports and Active Living
Volume 7-2025 (2025). https://doi.org/10.3389/fspor.2025.1585254.'
ieee: 'A. Bödicker and S. Elisath, “‘I have a personal claim to myself’: a visually
impaired student’s perspective on her participation in physical activity and physical
education settings,” Frontiers in Sports and Active Living, vol. Volume
7-2025, 2025, doi: 10.3389/fspor.2025.1585254.'
mla: 'Bödicker, Anne, and Sandra Elisath. “‘I Have a Personal Claim to Myself’:
A Visually Impaired Student’s Perspective on Her Participation in Physical Activity
and Physical Education Settings.” Frontiers in Sports and Active Living,
vol. Volume 7-2025, 2025, doi:10.3389/fspor.2025.1585254.'
short: A. Bödicker, S. Elisath, Frontiers in Sports and Active Living Volume 7-2025
(2025).
date_created: 2025-05-15T14:31:31Z
date_updated: 2025-05-15T14:37:19Z
doi: 10.3389/fspor.2025.1585254
keyword:
- inclusion
- narrative interview
- sports
- teacher-education
- vulnerability
language:
- iso: eng
publication: Frontiers in Sports and Active Living
publication_identifier:
issn:
- 2624-9367
status: public
title: '"I have a personal claim to myself": a visually impaired student’s perspective
on her participation in physical activity and physical education settings'
type: journal_article
user_id: '112403'
volume: Volume 7 - 2025
year: '2025'
...
---
_id: '37641'
author:
- first_name: Franz
full_name: Schröer, Franz
id: '71764'
last_name: Schröer
- first_name: Claudia
full_name: Tenberge, Claudia
id: '67302'
last_name: Tenberge
citation:
ama: 'Schröer F, Tenberge C. Including: Thinking Towards an Inclusive Curriculum
for Technology Education in German Primary Schools. In: Gill D, Irving-Bell D,
McLain M, Wooff D, eds. Bloomsbury Handbook of Technology Education. 1st
ed. Bloomsbury Publishing; :156-169.'
apa: 'Schröer, F., & Tenberge, C. (n.d.). Including: Thinking Towards an Inclusive
Curriculum for Technology Education in German Primary Schools. In D. Gill, D.
Irving-Bell, M. McLain, & D. Wooff (Eds.), Bloomsbury Handbook of Technology
Education (1st ed., pp. 156–169). Bloomsbury Publishing.'
bibtex: '@inbook{Schröer_Tenberge, place={London}, edition={1}, title={Including:
Thinking Towards an Inclusive Curriculum for Technology Education in German Primary
Schools}, booktitle={Bloomsbury Handbook of Technology Education}, publisher={Bloomsbury
Publishing}, author={Schröer, Franz and Tenberge, Claudia}, editor={Gill, David
and Irving-Bell, Dawne and McLain, Matt and Wooff, David}, pages={156–169} }'
chicago: 'Schröer, Franz, and Claudia Tenberge. “Including: Thinking Towards an
Inclusive Curriculum for Technology Education in German Primary Schools.” In Bloomsbury
Handbook of Technology Education, edited by David Gill, Dawne Irving-Bell,
Matt McLain, and David Wooff, 1st ed., 156–69. London: Bloomsbury Publishing,
n.d.'
ieee: 'F. Schröer and C. Tenberge, “Including: Thinking Towards an Inclusive Curriculum
for Technology Education in German Primary Schools,” in Bloomsbury Handbook
of Technology Education, 1st ed., D. Gill, D. Irving-Bell, M. McLain, and
D. Wooff, Eds. London: Bloomsbury Publishing, pp. 156–169.'
mla: 'Schröer, Franz, and Claudia Tenberge. “Including: Thinking Towards an Inclusive
Curriculum for Technology Education in German Primary Schools.” Bloomsbury
Handbook of Technology Education, edited by David Gill et al., 1st ed., Bloomsbury
Publishing, pp. 156–69.'
short: 'F. Schröer, C. Tenberge, in: D. Gill, D. Irving-Bell, M. McLain, D. Wooff
(Eds.), Bloomsbury Handbook of Technology Education, 1st ed., Bloomsbury Publishing,
London, n.d., pp. 156–169.'
date_created: 2023-01-20T07:36:20Z
date_updated: 2024-07-03T07:17:21Z
department:
- _id: '588'
edition: '1'
editor:
- first_name: David
full_name: Gill, David
last_name: Gill
- first_name: Dawne
full_name: Irving-Bell, Dawne
last_name: Irving-Bell
- first_name: Matt
full_name: McLain, Matt
last_name: McLain
- first_name: David
full_name: Wooff, David
last_name: Wooff
keyword:
- Curriculum
- Inclusion
- Sachunterricht
- Participation
language:
- iso: eng
page: 156-169
place: London
publication: Bloomsbury Handbook of Technology Education
publication_identifier:
isbn:
- '9781350238411'
publication_status: inpress
publisher: Bloomsbury Publishing
status: public
title: 'Including: Thinking Towards an Inclusive Curriculum for Technology Education
in German Primary Schools'
type: book_chapter
user_id: '71764'
year: '2023'
...
---
_id: '40046'
abstract:
- lang: eng
text: Theoretical approaches to the transformation towards an inclusive educational
system in Germany mostly agree on the involvement of developmental tasks in subject
related research (Hinz, 2011). The common understanding of inclusion as a process
geared towards equal participation of all children (Booth, 2012) requires a reflexive
questioning of established values, attitudes and practices in order to develop
inclusive subject related research, teacher training and teaching and learning
(Pech & Schomaker, 2013). Among other things, this results in consequences for
the design of pre- service teacher training. To a large extent, teacher education
is driven by the promotion of central competencies, interests and self-efficacy
(Baumert & Kunter, 2011). It aims towards the development and realisation of inclusive
interdisciplinary science and social studies (‘Sachunterricht’) in primary education
(Moser, 2018). In conjunction with largely acknowledged constructivist approaches
to teaching and learning (Möller, 2001), the development of personality, the consideration
of basic needs (Deci & Ryan, 1993) and promotion of individual potentials are
repeatedly fundamentally represented in subject related and pedagogical considerations
(Feuser, 1989; GDSU, 2013). Therefore, the aforementioned constructivist approach
is connected to several certain key paradigms for teaching and learning processes
(e.g., Vygotskij, 1978; Posner et al., 1982; van de Pol et al., 2010). In this
regard, the nature of primary school students’ basic needs have empirically not
been sufficiently studied yet. Theoretical frameworks from motivational psychology
(Deci & Ryan, 1993) do not explicitly address how individual needs differ and
how the diversity of needs can be included in joint-learning, multi-perspective
technology education classes. The research project the present paper is part of
aims to develop a research-based concept for the professionalisation of pre-service
teachers in a seminar course. Therefore, the promotion of the pre- service teachers’
interests and self-efficacy expectations have been assessed in a pre-post research
design with a control group visiting another course not related to technology
education and inclusion. The present paper describes and discusses first results
of the project and will give an outlook on subsequent developmental tasks.
author:
- first_name: Franz
full_name: Schröer, Franz
id: '71764'
last_name: Schröer
- first_name: Claudia
full_name: Tenberge, Claudia
id: '67302'
last_name: Tenberge
citation:
ama: 'Schröer F, Tenberge C. How to enable pre-service teachers to design technological
teaching and learning inclusively? – On the nature and consideration of basic
needs in teacher training. In: Gill D, Tuff J, Kennedy T, Pendergast S, Jamil
S, eds. PATT39 - PATT on the Edge Technology, Innovation and Education.
PATT Proceedings. ; 2022:49-57.'
apa: Schröer, F., & Tenberge, C. (2022). How to enable pre-service teachers
to design technological teaching and learning inclusively? – On the nature and
consideration of basic needs in teacher training. In D. Gill, J. Tuff, T. Kennedy,
S. Pendergast, & S. Jamil (Eds.), PATT39 - PATT on the Edge Technology,
Innovation and Education (pp. 49–57).
bibtex: '@inproceedings{Schröer_Tenberge_2022, place={St. John’s, Newfoundland and
Labrador, Canada}, series={PATT Proceedings}, title={How to enable pre-service
teachers to design technological teaching and learning inclusively? – On the nature
and consideration of basic needs in teacher training}, booktitle={PATT39 - PATT
on the Edge Technology, Innovation and Education}, author={Schröer, Franz and
Tenberge, Claudia}, editor={Gill, David and Tuff, Jim and Kennedy, Thomas and
Pendergast, Shawn and Jamil, Sana}, year={2022}, pages={49–57}, collection={PATT
Proceedings} }'
chicago: Schröer, Franz, and Claudia Tenberge. “How to Enable Pre-Service Teachers
to Design Technological Teaching and Learning Inclusively? – On the Nature and
Consideration of Basic Needs in Teacher Training.” In PATT39 - PATT on the
Edge Technology, Innovation and Education, edited by David Gill, Jim Tuff,
Thomas Kennedy, Shawn Pendergast, and Sana Jamil, 49–57. PATT Proceedings. St.
John’s, Newfoundland and Labrador, Canada, 2022.
ieee: F. Schröer and C. Tenberge, “How to enable pre-service teachers to design
technological teaching and learning inclusively? – On the nature and consideration
of basic needs in teacher training,” in PATT39 - PATT on the Edge Technology,
Innovation and Education, St. John’s, Newfoundland and Labrador, Canada, 2022,
pp. 49–57.
mla: Schröer, Franz, and Claudia Tenberge. “How to Enable Pre-Service Teachers to
Design Technological Teaching and Learning Inclusively? – On the Nature and Consideration
of Basic Needs in Teacher Training.” PATT39 - PATT on the Edge Technology,
Innovation and Education, edited by David Gill et al., 2022, pp. 49–57.
short: 'F. Schröer, C. Tenberge, in: D. Gill, J. Tuff, T. Kennedy, S. Pendergast,
S. Jamil (Eds.), PATT39 - PATT on the Edge Technology, Innovation and Education,
St. John’s, Newfoundland and Labrador, Canada, 2022, pp. 49–57.'
conference:
end_date: 2022-06-24
location: St. John’s, Newfoundland and Labrador, Canada
name: PATT39 - PATT on the Edge Technology, Innovation and Education
start_date: 2022-06-21
date_created: 2023-01-25T15:13:45Z
date_updated: 2023-01-25T15:13:57Z
department:
- _id: '588'
editor:
- first_name: David
full_name: Gill, David
last_name: Gill
- first_name: Jim
full_name: Tuff, Jim
last_name: Tuff
- first_name: Thomas
full_name: Kennedy, Thomas
last_name: Kennedy
- first_name: Shawn
full_name: Pendergast, Shawn
last_name: Pendergast
- first_name: Sana
full_name: Jamil, Sana
last_name: Jamil
keyword:
- Inclusion
- basic needs
- pre-service teacher training
- interest
- self-efficacy
language:
- iso: eng
main_file_link:
- url: https://research.edgehill.ac.uk/ws/portalfiles/portal/50821651/patt39_proceedings_june_17_2022.pdf
page: 49-57
place: St. John’s, Newfoundland and Labrador, Canada
publication: PATT39 - PATT on the Edge Technology, Innovation and Education
publication_identifier:
unknown:
- https://research.edgehill.ac.uk/ws/portalfiles/portal/50821651/patt39_proceedings_june_17_2022.pdf
publication_status: published
quality_controlled: '1'
series_title: PATT Proceedings
status: public
title: How to enable pre-service teachers to design technological teaching and learning
inclusively? – On the nature and consideration of basic needs in teacher training
type: conference
user_id: '71764'
year: '2022'
...
---
_id: '34471'
abstract:
- lang: eng
text: "Inclusive education is about creating beneficial environments for all students
(Booth & Ainscow, 2011). Within Germany, the role of special education within
inclusive schools has been widely discussed in Germany (Powell et al., 2016).
Educators worldwide consider collaborative teaching between special educators
and general educators to be a fundamental precondition for inclusive education
(Hoppey & McLeskey, 2014). The history of the German school system, however, is
characterized by a rigorous division of special and regular schools that is reflective
of broad divisions in teacher education. Since the ratification of the Convention
on the Rights of Persons with Disabilities (CRPD) in Germany in 2009, more students
with special educational needs, as well as special educators, have begun to attend
and work in inclusive schools. While cooperation between general and special educators
is a key to the development of inclusive schools, many teachers report that responsibilities
are divided between special and general teachers, while various challenges exist
regarding cooperation (Urban & Lütje-Klose, 2014). Nevertheless, dysfunctional
cooperation can foster mechanisms of separation and exclusion even in “inclusive”
settings (Idel et al., 2019). The present chapter offers a reflection on the different
roles of special educators and the current state of research on interdisciplinary
and multi professional cooperation in inclusive schools in Germany. It also provides
a discussion of relevant implications for the development of inclusive schools
and teacher training.\r\n"
author:
- first_name: Phillip
full_name: Neumann, Phillip
id: '95559'
last_name: Neumann
- first_name: Birgit
full_name: Lütje-Klose, Birgit
last_name: Lütje-Klose
citation:
ama: 'Neumann P, Lütje-Klose B. Collaboration Is the Key – The Role of Special Educators
in Inclusive Schools in Germany. In: Semon S, Lane D, Jones P, eds. International
Perspectives on Inclusive Education. Vol 17. International Perspectives on
Inclusive Education. Emerald Publishing Limited; 2021:55-69. doi:10.1108/s1479-363620210000017007'
apa: Neumann, P., & Lütje-Klose, B. (2021). Collaboration Is the Key – The Role
of Special Educators in Inclusive Schools in Germany. In S. Semon, D. Lane, &
P. Jones (Eds.), International Perspectives on Inclusive Education (Vol.
17, pp. 55–69). Emerald Publishing Limited. https://doi.org/10.1108/s1479-363620210000017007
bibtex: '@inbook{Neumann_Lütje-Klose_2021, place={Bingley}, series={International
Perspectives on Inclusive Education}, title={Collaboration Is the Key – The Role
of Special Educators in Inclusive Schools in Germany}, volume={17}, DOI={10.1108/s1479-363620210000017007},
booktitle={International Perspectives on Inclusive Education}, publisher={Emerald
Publishing Limited}, author={Neumann, Phillip and Lütje-Klose, Birgit}, editor={Semon,
Sarah and Lane, Danielle and Jones, Phyllis}, year={2021}, pages={55–69}, collection={International
Perspectives on Inclusive Education} }'
chicago: 'Neumann, Phillip, and Birgit Lütje-Klose. “Collaboration Is the Key –
The Role of Special Educators in Inclusive Schools in Germany.” In International
Perspectives on Inclusive Education, edited by Sarah Semon, Danielle Lane,
and Phyllis Jones, 17:55–69. International Perspectives on Inclusive Education.
Bingley: Emerald Publishing Limited, 2021. https://doi.org/10.1108/s1479-363620210000017007.'
ieee: 'P. Neumann and B. Lütje-Klose, “Collaboration Is the Key – The Role of Special
Educators in Inclusive Schools in Germany,” in International Perspectives on
Inclusive Education, vol. 17, S. Semon, D. Lane, and P. Jones, Eds. Bingley:
Emerald Publishing Limited, 2021, pp. 55–69.'
mla: Neumann, Phillip, and Birgit Lütje-Klose. “Collaboration Is the Key – The Role
of Special Educators in Inclusive Schools in Germany.” International Perspectives
on Inclusive Education, edited by Sarah Semon et al., vol. 17, Emerald Publishing
Limited, 2021, pp. 55–69, doi:10.1108/s1479-363620210000017007.
short: 'P. Neumann, B. Lütje-Klose, in: S. Semon, D. Lane, P. Jones (Eds.), International
Perspectives on Inclusive Education, Emerald Publishing Limited, Bingley, 2021,
pp. 55–69.'
date_created: 2022-12-16T14:53:11Z
date_updated: 2022-12-17T12:05:05Z
department:
- _id: '479'
doi: 10.1108/s1479-363620210000017007
editor:
- first_name: Sarah
full_name: Semon, Sarah
last_name: Semon
- first_name: Danielle
full_name: Lane, Danielle
last_name: Lane
- first_name: Phyllis
full_name: Jones, Phyllis
last_name: Jones
extern: '1'
intvolume: ' 17'
keyword:
- Kooperation
- Inklusion
- Sonderpädagogik
- Schulentwicklung
- Inclusion
- Cooperation
- Collaboration
- Team-Teaching
- International
- Germany
language:
- iso: eng
page: 55-69
place: Bingley
publication: International Perspectives on Inclusive Education
publication_identifier:
isbn:
- 978-1-83982-999-4
publication_status: published
publisher: Emerald Publishing Limited
series_title: International Perspectives on Inclusive Education
status: public
title: Collaboration Is the Key – The Role of Special Educators in Inclusive Schools
in Germany
type: book_chapter
user_id: '77750'
volume: 17
year: '2021'
...
---
_id: '37644'
abstract:
- lang: eng
text: Research on technological educationininterdisciplinary scienceand socialstudies
(Sachunterricht) in German primary schools emphasizes that childrenare generally
interested in technology. While several STEAM initiatives point towards a growing
recognition of technological literacy, the consideration of technology education ininterdisciplinaryscience and social studies is quite underrepresented in
practice as well as in research and teacher training.Takinginto accountthe UN-CRPDclaims
foran inclusive educational system andthus alsothe right to equally participate
in a free society,participation in society through participation in technological development is a fundamental common goal of
technological and inclusive education and part of widely recognized technological literacy.It is
therefore not well understood how teaching and learning arrangementscan consider and
satisfythe needs of all different students. The research project the present paper is part of tries
to unveil the appearance of student’s basic needs in relation to technological
educationfor all children. Thisinitial quantitative part of a grounded theory
study examined the subjective significance of basic psychological needs in interdisciplinary science studies in primary educationto allow
for a well-reasoned sample choice for subsequent interviews. Quantitative results point towards some revisions regarding the
instrument used and several implications on the diversity of students
́needs in science and social studies. Future research is needed with larger
samples for factor-analysis.
article_type: original
author:
- first_name: Franz
full_name: Schröer, Franz
id: '71764'
last_name: Schröer
- first_name: Claudia
full_name: Tenberge, Claudia
id: '67302'
last_name: Tenberge
citation:
ama: Schröer F, Tenberge C. Technological and Inclusive Education - Considering
Students’ Needs Towards Technological Learning in Primary Schools. TECHNE SERIES
- Forskning i slöjdpedagogik och slöjdvetenskap. 2021;28(2):322-331.
apa: Schröer, F., & Tenberge, C. (2021). Technological and Inclusive Education
- Considering Students’ Needs Towards Technological Learning in Primary Schools.
TECHNE SERIES - Forskning i Slöjdpedagogik Och Slöjdvetenskap, 28(2),
322–331.
bibtex: '@article{Schröer_Tenberge_2021, title={Technological and Inclusive Education
- Considering Students’ Needs Towards Technological Learning in Primary Schools},
volume={28}, number={2}, journal={TECHNE SERIES - Forskning i slöjdpedagogik och
slöjdvetenskap}, publisher={TECHNE SERIES}, author={Schröer, Franz and Tenberge,
Claudia}, year={2021}, pages={322–331} }'
chicago: 'Schröer, Franz, and Claudia Tenberge. “Technological and Inclusive Education
- Considering Students’ Needs Towards Technological Learning in Primary Schools.”
TECHNE SERIES - Forskning i Slöjdpedagogik Och Slöjdvetenskap 28, no. 2
(2021): 322–31.'
ieee: F. Schröer and C. Tenberge, “Technological and Inclusive Education - Considering
Students’ Needs Towards Technological Learning in Primary Schools,” TECHNE
SERIES - Forskning i slöjdpedagogik och slöjdvetenskap, vol. 28, no. 2, pp.
322–331, 2021.
mla: Schröer, Franz, and Claudia Tenberge. “Technological and Inclusive Education
- Considering Students’ Needs Towards Technological Learning in Primary Schools.”
TECHNE SERIES - Forskning i Slöjdpedagogik Och Slöjdvetenskap, vol. 28,
no. 2, TECHNE SERIES, 2021, pp. 322–31.
short: F. Schröer, C. Tenberge, TECHNE SERIES - Forskning i Slöjdpedagogik Och Slöjdvetenskap
28 (2021) 322–331.
conference:
end_date: 2021-04-30
location: Rauma (FIN)
name: PATT38 - Technology in our Hands - Creative Pedagogy and Ambitious Teacher
Education
start_date: 2021-04-27
date_created: 2023-01-20T07:55:21Z
date_updated: 2024-07-03T07:15:17Z
department:
- _id: '588'
intvolume: ' 28'
issue: '2'
keyword:
- Inclusion
- basic needs
- Technology Education
- Primary Education
- autonomy
- competence
- social relatedness
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://journals.oslomet.no/index.php/techneA/article/view/4368/3843
oa: '1'
page: 322-331
publication: TECHNE SERIES - Forskning i slöjdpedagogik och slöjdvetenskap
publication_identifier:
issn:
- 1893-1774
publication_status: published
publisher: TECHNE SERIES
quality_controlled: '1'
status: public
title: Technological and Inclusive Education - Considering Students’ Needs Towards
Technological Learning in Primary Schools
type: journal_article
user_id: '71764'
volume: 28
year: '2021'
...
---
_id: '34489'
abstract:
- lang: ger
text: 'Zusammenfassung. Positive Einstellungen zu Inklusion gelten als zentraler
Erfolgsfaktor für die Entwicklung eines inklusiven Schulsystems. Die vorliegende
Studie prüft die Validität dreier gängiger deutschsprachiger Messinstrumente zur
Erfassung von Einstellungen zu Inklusion in einer unabhängigen Stichprobe: SACIE,
EFI-L und KIESEL. Zur Validierung herangezogene externe Konstrukte sind Selbstwirksamkeit
und die Big Five Persönlichkeitsfaktoren. Die Ergebnisse einer Befragung von 556
Lehrkräften und Lehramtsstudierenden (Alter: M( SD) = 26.48 (12.67); 70 % weiblich)
mit Blick auf die Inklusion von Kindern mit Förderschwerpunkt Lernen (SPF-L) zeigen
eine weitgehend gute Replizierbarkeit der Faktorstrukturen der Instrumente. Die
Faktorkorrelationen über die Instrumente hinweg lagen zwischen |.61| und |.96|
(nur Attitude Subskala des SACIE). Alle Subskalen zeigen vergleichbare Zusammenhänge
mit Selbstwirksamkeit und den Big Five Persönlichkeitsfaktoren. Zwar weisen Unterschiede
in den Effektstärken darauf hin, dass die Instrumente je spezifische Aspekte von
Inklusion betonen, insgesamt rechtfertigen die Ergebnisse jedoch die Annahme,
dass das zugrundeliegende Konzept von Einstellungen bezüglich Inklusion weitgehend
überlappt.'
alternative_title:
- Zur Validität dreier etablierter Instrumente
author:
- first_name: Julia
full_name: Gorges, Julia
last_name: Gorges
- first_name: Jasmin
full_name: Grumbach, Jasmin
last_name: Grumbach
- first_name: Sabrina A.
full_name: Micheel, Sabrina A.
last_name: Micheel
- first_name: Phillip
full_name: Neumann, Phillip
id: '95559'
last_name: Neumann
citation:
ama: Gorges J, Grumbach J, Micheel SA, Neumann P. Erfassung von Einstellungen zu
Inklusion mit SACIE, EFI-L und KIESEL. Diagnostica. 2020;66(4):235-245.
doi:10.1026/0012-1924/a000253
apa: Gorges, J., Grumbach, J., Micheel, S. A., & Neumann, P. (2020). Erfassung
von Einstellungen zu Inklusion mit SACIE, EFI-L und KIESEL. Diagnostica,
66(4), 235–245. https://doi.org/10.1026/0012-1924/a000253
bibtex: '@article{Gorges_Grumbach_Micheel_Neumann_2020, title={Erfassung von Einstellungen
zu Inklusion mit SACIE, EFI-L und KIESEL}, volume={66}, DOI={10.1026/0012-1924/a000253},
number={4}, journal={Diagnostica}, publisher={Hogrefe Publishing Group}, author={Gorges,
Julia and Grumbach, Jasmin and Micheel, Sabrina A. and Neumann, Phillip}, year={2020},
pages={235–245} }'
chicago: 'Gorges, Julia, Jasmin Grumbach, Sabrina A. Micheel, and Phillip Neumann.
“Erfassung von Einstellungen zu Inklusion mit SACIE, EFI-L und KIESEL.” Diagnostica
66, no. 4 (2020): 235–45. https://doi.org/10.1026/0012-1924/a000253.'
ieee: 'J. Gorges, J. Grumbach, S. A. Micheel, and P. Neumann, “Erfassung von Einstellungen
zu Inklusion mit SACIE, EFI-L und KIESEL,” Diagnostica, vol. 66, no. 4,
pp. 235–245, 2020, doi: 10.1026/0012-1924/a000253.'
mla: Gorges, Julia, et al. “Erfassung von Einstellungen zu Inklusion mit SACIE,
EFI-L und KIESEL.” Diagnostica, vol. 66, no. 4, Hogrefe Publishing Group,
2020, pp. 235–45, doi:10.1026/0012-1924/a000253.
short: J. Gorges, J. Grumbach, S.A. Micheel, P. Neumann, Diagnostica 66 (2020) 235–245.
date_created: 2022-12-17T12:27:00Z
date_updated: 2022-12-17T12:30:22Z
department:
- _id: '479'
doi: 10.1026/0012-1924/a000253
intvolume: ' 66'
issue: '4'
keyword:
- Inklusion
- Einstellungen
- Inclusion
- BiFoKi
language:
- iso: ger
main_file_link:
- url: https://econtent.hogrefe.com/doi/abs/10.1026/0012-1924/a000253
page: 235-245
publication: Diagnostica
publication_identifier:
eissn:
- 2190-622X
issn:
- 0012-1924
publication_status: published
publisher: Hogrefe Publishing Group
status: public
title: Erfassung von Einstellungen zu Inklusion mit SACIE, EFI-L und KIESEL
type: journal_article
user_id: '77750'
volume: 66
year: '2020'
...
---
_id: '37610'
abstract:
- lang: ger
text: "Der Gedanke einer inklusiven Schule als einer Schule für alle Kinder ist,
wenn auch aus der Perspektive von 100 Jahren Grundschule erst kürzlich durch die
UN-Konvention über die Rechte von Menschen mit Behinderung (United Nations 2006)
verstärkt, als an das Bildungssystem gerichtete Anforderung unbestritten. Die
Didaktik des Sachunterrichts als wissenschaftliche Disziplin und als Instanz technikbezogenen
Lernens in der Grundschule hat sich dem Thema Inklusion mit den Untersuchungen
von Seitz (2005) und Schomaker (2000), für eine fachdidaktische Disziplin vergleichsweise
früh zugewendet (Pech & Schomaker 2013, S. 341). Pech, Schomaker & Simon (2018,
S. 12ff.) arbeiten jedoch an begrifflichen Unschärfen in einschlägigen Veröffentlichungen
heraus, dass es in der Sachunterrichtsdidaktik bis heute keinen systematischen
Diskurs darüber gibt, wie Inklusion zu verstehen, zu entwickeln und zu implementieren
ist. Die allgemeinpädagogisch unter anderem von Feuser (2011, S. 89) für das Bildungssystem
formulierte Entwicklungsaufgabe von der Segregation über die Integration zur Inklusion
findet sich in Abhängigkeit von der Perspektive unterschiedlich definiert in der
Sachunterrichts- bzw. Fachdidaktik wieder. Da bei der Definition von inklusivem
Sachunterricht unterschiedliche wissenschaftliche Kontexte (z.B. sonderpädagogische,
inklusionspädagogische oder allgemeindidaktische) zur Argumentation herangezogen
werden, ist im Folgenden häufiger von der Rekontextualisierung von Inklusion in
der Fachdidaktik die Rede. Die Berücksichtigung von Lernbedürfnissen und die Nutzung
von individuellen Potenzialen stellt eine sich in der Sachunterrichtsdidaktik
(u.a. Lichtblau 2014, S. 204; Simon 2014, S. 241; Pech, Schomaker & Simon 2018,
15f.) wie in der allgemeinen Pädagogik (Feuser 1989, S. 9; Schumann 2009, S. 51;
Preuß 2018, S. 81) wiederholende Rekontextualisierung zur Beschreibung inklusiven
Unterrichts dar. Potenzialorientierte (fach-)didaktische Überlegungen, also solche,
die eine Orientierung an in Personen liegenden Defiziten auf der einen und standardisierten
Normen auf der anderen Seite ablehnen und den Blick vermehrt auf die im Individuum,
dem Fach oder einem Lerngegenstand liegenden Potenziale für eine gleichberechtigte
und gleichwertige Partizipation aller Lernenden richten (Simon 2019, S. 114),
erfahren derzeit vermehrt Aufmerksamkeit. Die Berücksichtigung individueller Lernbedürfnisse
auf der anderen Seite bleibt in einschlägigen Veröffentlichungen dagegen oftmals
theoretisch unreflektiert.\r\nAusgehend davon leistet das vorgestellte Dissertationsvorhaben
mit Blick auf technikbezogenes Lernen im Sachunterricht der Grundschule einen
theoriebildend angelegten Beitrag zur Verbindung von erziehungswissenschaftlicher
und sachunterrichtsdidaktischer Inklusionsforschung am Lerngegenstand\r\n Technik.
Die Studie ist, ob der Offenheit des Forschungsfeldes bezogen auf technikbezogenen
Sachunterricht im Kontext von Inklusion, überwiegend qualitativ-rekonstruktiv
angelegt. Unter der Rekontextualisierung von Inklusion als Berücksichtigung zunehmend
vielfältiger Lernbedürfnisse im Sachunterricht, fragt die Studie nach der Beschaffenheit
und Dimensionen der Verschiedenheit von Lernbedürfnissen sowie Möglichkeiten bzw.
Hindernissen auf dem Weg zu ihrer Berücksichtigung. "
author:
- first_name: Franz
full_name: Schröer, Franz
id: '71764'
last_name: Schröer
citation:
ama: 'Schröer F. Technisches Lernen inklusiv gestalten – Zur Beschaffenheit von
Lernbedürfnissen im Kontext technikbezogenen Sachunterrichts. In: Binder M, Wiesmüller
C, Finkbeiner T, eds. Technikunterricht: handfest und geistreich - Der Beitrag
technischer Bildung zur kulturellen Bildung - Tagungsband zur 21. Tagung der Deutschen
Gesellschaft für Technische Bildung in Flensburg vom 20.-21. September 2019. Offenbach
am Main. BE.ER Konzept; 2020:119-141.'
apa: 'Schröer, F. (2020). Technisches Lernen inklusiv gestalten – Zur Beschaffenheit
von Lernbedürfnissen im Kontext technikbezogenen Sachunterrichts. In M. Binder,
C. Wiesmüller, & T. Finkbeiner (Eds.), Technikunterricht: handfest und
geistreich - Der Beitrag technischer Bildung zur kulturellen Bildung - Tagungsband
zur 21. Tagung der Deutschen Gesellschaft für Technische Bildung in Flensburg
vom 20.-21. September 2019. Offenbach am Main (pp. 119–141). BE.ER Konzept.'
bibtex: '@inbook{Schröer_2020, place={Karlsruhe}, title={Technisches Lernen inklusiv
gestalten – Zur Beschaffenheit von Lernbedürfnissen im Kontext technikbezogenen
Sachunterrichts}, booktitle={Technikunterricht: handfest und geistreich - Der
Beitrag technischer Bildung zur kulturellen Bildung - Tagungsband zur 21. Tagung
der Deutschen Gesellschaft für Technische Bildung in Flensburg vom 20.-21. September
2019. Offenbach am Main}, publisher={BE.ER Konzept}, author={Schröer, Franz},
editor={Binder, Martin and Wiesmüller, Christian and Finkbeiner, Timo}, year={2020},
pages={119–141} }'
chicago: 'Schröer, Franz. “Technisches Lernen inklusiv gestalten – Zur Beschaffenheit
von Lernbedürfnissen im Kontext technikbezogenen Sachunterrichts.” In Technikunterricht:
handfest und geistreich - Der Beitrag technischer Bildung zur kulturellen Bildung
- Tagungsband zur 21. Tagung der Deutschen Gesellschaft für Technische Bildung
in Flensburg vom 20.-21. September 2019. Offenbach am Main, edited by Martin
Binder, Christian Wiesmüller, and Timo Finkbeiner, 119–41. Karlsruhe: BE.ER Konzept,
2020.'
ieee: 'F. Schröer, “Technisches Lernen inklusiv gestalten – Zur Beschaffenheit von
Lernbedürfnissen im Kontext technikbezogenen Sachunterrichts,” in Technikunterricht:
handfest und geistreich - Der Beitrag technischer Bildung zur kulturellen Bildung
- Tagungsband zur 21. Tagung der Deutschen Gesellschaft für Technische Bildung
in Flensburg vom 20.-21. September 2019. Offenbach am Main, M. Binder, C.
Wiesmüller, and T. Finkbeiner, Eds. Karlsruhe: BE.ER Konzept, 2020, pp. 119–141.'
mla: 'Schröer, Franz. “Technisches Lernen inklusiv gestalten – Zur Beschaffenheit
von Lernbedürfnissen im Kontext technikbezogenen Sachunterrichts.” Technikunterricht:
handfest und geistreich - Der Beitrag technischer Bildung zur kulturellen Bildung
- Tagungsband zur 21. Tagung der Deutschen Gesellschaft für Technische Bildung
in Flensburg vom 20.-21. September 2019. Offenbach am Main, edited by Martin
Binder et al., BE.ER Konzept, 2020, pp. 119–41.'
short: 'F. Schröer, in: M. Binder, C. Wiesmüller, T. Finkbeiner (Eds.), Technikunterricht:
handfest und geistreich - Der Beitrag technischer Bildung zur kulturellen Bildung
- Tagungsband zur 21. Tagung der Deutschen Gesellschaft für Technische Bildung
in Flensburg vom 20.-21. September 2019. Offenbach am Main, BE.ER Konzept, Karlsruhe,
2020, pp. 119–141.'
conference:
end_date: 2019-09-21
location: Flensburg
name: 21. Tagung der Deutschen Gesellschaft für Technische Bildung in Flensburg
vom 20.-21. September 2019
start_date: 2019-09-20
date_created: 2023-01-19T14:53:29Z
date_updated: 2023-01-19T14:53:43Z
department:
- _id: '588'
editor:
- first_name: Martin
full_name: Binder, Martin
last_name: Binder
- first_name: Christian
full_name: Wiesmüller, Christian
last_name: Wiesmüller
- first_name: Timo
full_name: Finkbeiner, Timo
last_name: Finkbeiner
keyword:
- Inclusion
- Sachunterricht
- basic needs
- technology education
language:
- iso: ger
page: 119-141
place: Karlsruhe
publication: 'Technikunterricht: handfest und geistreich - Der Beitrag technischer
Bildung zur kulturellen Bildung - Tagungsband zur 21. Tagung der Deutschen Gesellschaft
für Technische Bildung in Flensburg vom 20.-21. September 2019. Offenbach am Main'
publication_identifier:
isbn:
- 978-3-947868-02-5
publication_status: published
publisher: BE.ER Konzept
status: public
title: Technisches Lernen inklusiv gestalten – Zur Beschaffenheit von Lernbedürfnissen
im Kontext technikbezogenen Sachunterrichts
type: book_chapter
user_id: '71764'
year: '2020'
...
---
_id: '35769'
abstract:
- lang: eng
text: 'According to the UN Conventions on the Rights of the Child all children have
a right to participation. This UN Convention has influenced professionals and
policy-makers worldwide. Thereby participation in kindergarten refers to children’s
possibilities to exercise influence on a range of topics from the rules that are
applied in the nursery’s course of a day, the daily program, the interior design
of the facility, etc. Which possibilities for participation children actually
have in their everyday lives and how they perceive these possibilities has not
been sufficiently answered in the international discourse. Based on a standardized
survey with 4 and 5 year old children on their experiences with various aspects
of participation in pre-school institutions the paper contributes to international
childhood and participation research. The empirical findings are related to the
democracy-theoretical inspired figures of early childhood institutions as “nurseries
of democracy” and broader reflections on social inequalities in early childhood. '
article_type: original
author:
- first_name: Alexandra
full_name: Klein, Alexandra
last_name: Klein
- first_name: Sandra
full_name: Landhäußer, Sandra
id: '93863'
last_name: Landhäußer
citation:
ama: Klein A, Landhäußer S. Children’s Voice in “Nurseries of Democracy“. Participation
in Early Childhood Institutions . Social Work and Society International Online
Journal. 2017;Vol 15(No 2). doi:https://ejournals.bib.uni-wuppertal.de/index.php/sws/article/view/527
apa: Klein, A., & Landhäußer, S. (2017). Children’s Voice in “Nurseries of Democracy“.
Participation in Early Childhood Institutions . Social Work and Society International
Online Journal, Vol 15(No 2). https://ejournals.bib.uni-wuppertal.de/index.php/sws/article/view/527
bibtex: '@article{Klein_Landhäußer_2017, title={Children’s Voice in “Nurseries of
Democracy“. Participation in Early Childhood Institutions }, volume={Vol 15},
DOI={https://ejournals.bib.uni-wuppertal.de/index.php/sws/article/view/527},
number={No 2}, journal={Social Work and Society International Online Journal},
author={Klein, Alexandra and Landhäußer, Sandra}, year={2017} }'
chicago: Klein, Alexandra, and Sandra Landhäußer. “Children’s Voice in “Nurseries
of Democracy“. Participation in Early Childhood Institutions .” Social Work
and Society International Online Journal Vol 15, no. No 2 (2017). https://ejournals.bib.uni-wuppertal.de/index.php/sws/article/view/527.
ieee: 'A. Klein and S. Landhäußer, “Children’s Voice in “Nurseries of Democracy“.
Participation in Early Childhood Institutions ,” Social Work and Society International
Online Journal, vol. Vol 15, no. No 2, 2017, doi: https://ejournals.bib.uni-wuppertal.de/index.php/sws/article/view/527.'
mla: Klein, Alexandra, and Sandra Landhäußer. “Children’s Voice in “Nurseries of
Democracy“. Participation in Early Childhood Institutions .” Social Work and
Society International Online Journal, vol. Vol 15, no. No 2, 2017, doi:https://ejournals.bib.uni-wuppertal.de/index.php/sws/article/view/527.
short: A. Klein, S. Landhäußer, Social Work and Society International Online Journal
Vol 15 (2017).
date_created: 2023-01-10T10:40:09Z
date_updated: 2023-01-27T09:51:04Z
department:
- _id: '723'
- _id: '36'
doi: https://ejournals.bib.uni-wuppertal.de/index.php/sws/article/view/527
extern: '1'
issue: No 2
keyword:
- participation
- kindergarten
- child’s perspectives
- voice
- inclusion
language:
- iso: eng
publication: Social Work and Society International Online Journal
publication_status: published
status: public
title: 'Children’s Voice in “Nurseries of Democracy“. Participation in Early Childhood
Institutions '
type: journal_article
user_id: '48187'
volume: Vol 15
year: '2017'
...