ABSTRACT

School teams are becoming more and more interprofessional, especially in the context of inclusive education. However, to collaborate in an interprofessional manner is still a challenge for everyone involved and there are few studies that describe the current scope and ways of cooperation found in primary schools and their relation to beneficial school support. In a cross-sectional study, interprofessional staff members (N = 251) in German inclusive primary schools (N = 38) self-assessed the current and desired level as well as various modes of interprofessional collaboration in their daily work. They also assessed the motivational support from the principal and the institutional school support for teamwork. Main results show that interprofessional collaboration is already rated as high and wished as even more intensive in the sample, whereas various modes of cooperation are used to different extents. The desired level of collaboration is significantly higher in pedagogical staff than in primary school teachers. Overall school support for teamwork is perceived as moderate and shows positive correlations to all reports on staff collaboration. The role of school support as a booster for teamwork in interprofessional school staff and a way to improve their qualification to act interprofessionally is discussed.

摘要

学校团队正变得越来越跨专业，尤其是在全纳教育的背景下。然而，以跨专业的方式进行合作对每个参与其中的人来说仍然是一个挑战，而且很少有研究描述小学目前的合作范围和方式以及它们与有益的学校支持的关系。在一项横断面研究中，德国全纳小学的跨专业工作人员 ( N = 251) ( N= 38) 在日常工作中自我评估当前和期望的水平以及跨专业协作的各种模式。他们还评估了校长的激励支持和学校对团队合作的支持。主要结果表明，跨专业合作在样本中已经被评为高，并希望更加密集，而各种合作模式的使用程度不同。教学人员所期望的合作水平明显高于小学教师。学校对团队合作的总体支持被认为是中等的，并且与所有关于员工合作的报告呈正相关。讨论了学校支持作为跨专业学校工作人员团队合作的助推器的作用，以及提高他们跨专业行动资格的方法。