PUB - Publikationen an der Universität Bielefeld

The development of roles in a newly formed collaboration between a primary teacher and a special education teacher who co-teach mathematics in an inclusive classroom is subject of this paper. With different professional backgrounds but same personal attitudes and orientations towards collaboration as well as teaching children with and without special needs in one classroom, the conditions for a successful and harmonious collaboration seemed set. However, lesson observations and individual interviews showed the contrary. By comparative case descriptions along various categories we were able to reconstruct factors which influenced the uptake of flexible roles and hindered this specific collaboration, e.g. no set planning time, missing school administrative support, inability for openly exchanging mutual ideas and expectations. With our focus on mathematics lessons, a new factor which negatively affected the collaboration was identified: the missing mathematics education expertise in the team.