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Stereotype hinsichtlich Schüler*innen mit sonderpädagogischem Förderbedarf: Lehrkraftüberzeugungen, -erwartungen und -gefühle

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Stereotype in der Schule

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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. 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. 2.

    Nach einer Alphafehlerkorrektur (Bonferroni).

  3. 3.

    Nach einer Alphafehlerkorrektur (Bonferroni).

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  1. Universität Luxemburg, Belval, Luxemburg

    Ineke M. Pit-ten Cate

  2. Universität Trier, Trier, Deutschland

    Mireille Krischler

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    Hannah Kleen

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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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