Work

The role of teacher attitudes and collaboration for inclusive teaching practices

Year: 2025

Type: article

Abstract: This study examines the role of teachers' attitudes towards inclusion and collaboration on the implementation of inclusive teaching practices by looking at the frequency with which children are taught in a full-class context. Perspectives from both the general and the special education teacher (GET and SET) are considered. Data were collected from GET-SET pairs in 73 primary school classrooms using standardized questionnaires and structured interview ratings. Results indicate that SETs with positive attitudes support having a full-class context in mathematics. GETs’ attitudes affect collaboration satisfaction. Greater satisfaction with collaboration associated with stronger extra-curricular collaboration seems to increase teaching in a full-class context in mathematics and reading. The results highlight the importance of individual and team dynamics for fostering inclusive education. • General and special ed. teachers have different impacts on inclusive instruction. • Attitudes of general ed. teachers affect team satisfaction with collaboration. • Special ed. teacher attitudes affect frequency of instruction in a full-class context. • The intensity of extra-curricular teamwork can enhance full-class instruction.

Source: Teaching and Teacher Education

DOI: 10.1016/j.tate.2025.105240

Authors: Susanne Schnepel, Simon Luger, Maria Wehren-Müller, Elisabeth Moser Opitz

Institution: University of Zurich

Language: English

Topic: Collaborative Teaching and Inclusion

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,380