PUB - Publikationen an der Universität Bielefeld

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 fade 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.