Zusammenfassung
Dieses Kapitel geht der Frage nach, ob Lehrer*innenüberzeugungen und -erwartungen je nach sonderpädagogischem Förderbedarf variieren. Außerdem wurde deren Einfluss sowohl auf die Gefühle bei Auseinandersetzung mit der Inklusion von unterschiedlichen Schüler*innen als auch auf die persönliche Bereitschaft, Inklusion umzusetzen, untersucht. Die Studien basieren einerseits auf dem Kontinuum-Modell der Eindrucksbildung und betrachten andererseits das Stereotype-Content-Modell, nach dem Wärme und Kompetenz über 80 % der Unterschiedlichkeit in der Personenwahrnehmung erklären. Die Ergebnisse zeigten, dass Überzeugungen und Erwartungen von der Art des Förderbedarfs beeinflusst werden. Positivere Überzeugungen bezüglich der Schüler*innenmerkmale (Wärme und Kompetenz) und höhere Leistungserwartungen waren hierbei mit positiveren Gefühlen und einer stärker ausgeprägten persönlichen Bereitschaft, die Schüler*innen mit sonderpädagogischem Förderbedarf zu inkludieren, verbunden. Abschließend werden die daraus resultierenden Konsequenzen für die Lehreraus- und weiterbildung abgeleitet und diskutiert.
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Notes
- 1.
Ein Teil dieser Daten (Lehramtsstudierende und ein Teil der erfahrenen Lehrer) wurden bereits in folgender Studie vorgestellt: Krischler, M. und Pit-ten Cate, I. M. (2019). Pre- and In-Service Teachers’ Attitudes Toward Students With Learning Difficulties and Challenging Behavior. Frontiers in Psychology, 10, 1–10. https://doi.org/10.3389/fpsyg.2019.00327.
- 2.
Nach einer Alphafehlerkorrektur (Bonferroni).
- 3.
Nach einer Alphafehlerkorrektur (Bonferroni).
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Pit-ten Cate, I.M., Krischler, M. (2020). Stereotype hinsichtlich Schüler*innen mit sonderpädagogischem Förderbedarf: Lehrkraftüberzeugungen, -erwartungen und -gefühle. In: Glock, S., Kleen, H. (eds) Stereotype in der Schule. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-27275-3_7
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