Co-teaching is fundamental to inclusive education. However, the way co-teaching is implemented, varies considerably, and establishing and allocating instructional responsibilities does not follow a standardized pattern. This study is based on four cases – two located at traditional secondary schools and two at newly created community schools – and includes semi-structured in-depth interviews with four regular teachers and four special education teachers. It aims at providing insight into how co-teaching partners in Germany perceive their own and their partner’s instructional responsibilities. Data are analyzed with a structuring technique of qualitative content analysis. It becomes evident that the partners in each case do not always follow identical instructional intents. Nonetheless, different types of teacher knowledge seem to complement each other effectively in co-teaching relationships. Although, of course provided primarily for pupils with special needs, special education expertise also seems to support pupils without such needs. The results indicate a need to secure and integrate co-teaching relationships structurally into a school’s development process. The article concludes with some options for development in practice.

中文翻译：

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普通和特殊教育教师对他们自己和他们的共同教师在全纳教育中的教学责任的看法：案例研究

联合教学是全纳教育的基础。然而，共同教学的实施方式差异很大，并且建立和分配教学责任并不遵循标准化模式。本研究基于四个案例——两个位于传统中学，两个位于新建的社区学校——包括对四名普通教师和四名特殊教育教师的半结构化深度访谈。它旨在深入了解德国的合作教学伙伴如何看待他们自己和他们的合作伙伴的教学责任。使用定性内容分析的结构化技术分析数据。很明显，每种情况下的合作伙伴并不总是遵循相同的教学意图。尽管如此，不同类型的教师知识似乎在共同教学关系中有效地相互补充。虽然当然主要为有特殊需要的学生提供，但特殊教育专业知识似乎也支持没有这种需要的学生。结果表明需要在结构上确保合作教学关系并将其整合到学校的发展过程中。文章最后给出了一些在实践中开发的选项。