The present study examined the impact of teacher team composition on characteristics and attributes regarded as necessary for effective cooperative teaching. The study focused on potential differences between self-selected teacher teams and teams composed by the school administration. The central assumptions were that teachers working in self-selected teacher teams show more positive ratings of enjoyment, shared responsibility, job satisfaction and collective self-efficacy expectations than teachers who worked in institutionally composed teams. In order to investigate these hypotheses, an online survey was created. 321 language arts teachers participated in the survey. MANCOVA revealed significant differences in the dimensions 'shared responsibility' and 'enjoyment with the co-teaching process' , where teachers from selfselected teaching teams showed significantly more positive ratings. These results support the assumption that self-selection of the teammate is helpful for establishing compatible teaching teams, but does not necessarily lead to a higher quality of collaborative teaching.
Scholars have studied collective teacher efficacy mainly at the school level. The present study also focuses on collective teacher efficacy expectations, but it emphasises the collaborative teaching of two teachers working together in one classroom. This study investigates personal, contextual, and systemic factors (e.g. experience, gender, class composition, pleasure with Co-teaching and its standards, knowledge about specific Co-teaching skills, the way how the team partner was chosen, etc.) that may influence collective self-efficacy expectations of Co-teacher teams. For the present study, 264 teachers who were part of a Co-teaching team finished an online questionnaire. Results from multiple regression analysis indicated that team characteristics influenced the subjective evaluation of efficacy expectations in teams much more than individual characteristics or the social context in which Co-teaching teams worked.
View related articles View Crossmark data Citing articles: 1 View citing articles Peer integration, teacher-student relationships and the associations with depressive symptoms in secondary school students with and without special needs
This study addressed the concept of 'intersectionality' relating to refugee status and disability. It examined whether differences in attitudes depending on disability type (physical disability vs. behavioural disorders) are present and how the refugee status and disability in girls interact to influence attitudes. The attitudes of 1377 participants towards the inclusion of Austrian girls with disabilities as well as of refugee girls with and without disabilities into a mainstream primary school were assessed. The respondents read a short description of a particular girl before answering a short questionnaire. In general, the respondents showed more positive attitudes towards the inclusion of Austrian girls into a mainstream primary school than towards the inclusion of refugee girls. Furthermore, attitudes were more positive towards the inclusion of girls with a physical disability than towards the inclusion of girls with behavioural disorders, regardless of the refugee status. Due to the entanglements of the disability type and refugee status demonstrated in this research, it seems clear that no pure 'disability effect' or 'refugee effect' is evidenced when examining attitudes about inclusive education. Rather, both aspects should be considered simultaneously. Furthermore, respondents' gender, educational level and cultural capital also influenced the attitudes.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.