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

  • Ineke M. Pit-ten CateEmail author
  • Mireille Krischler
Chapter
  • 718 Downloads

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.

Schlüsselwörter

Stereotypen Sonderpädagogischer Förderbedarf Lehrkrafterwartungen Lehrkraftemotionen Lernschwierigkeiten Verhaltensauffälligkeiten Inklusion 

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© Springer Fachmedien Wiesbaden GmbH, ein Teil von Springer Nature 2020

Authors and Affiliations

  1. 1.Universität LuxemburgBelvalLuxemburg
  2. 2.Universität TrierTrierDeutschland

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