Interprofessionelle Konflikte von Grundschullehrkräften und sonderpädagogischen Lehrkräften im Kontext von Inklusion

In this empirical study, the conflicts experienced by primary school teachers and special education teachers arising from or through their interprofessional cooperation in inclusive primary schools are examined. In the interpretative-phenomenological analysis of interview data, it is revealed that the issues faced by teachers from both professions are rooted in expectations and disappointments related to professional practices and interactions with children. Potential approaches for addressing or resolving these issues are identified. Conclusions are drawn regarding the necessary professionalization in dealing with profession-related conflicts and suitable formats in teacher education.