Professional developments in inclusive schools under conditions of the Covid-19 pandemic

• Applicant: Professorin Dr. Nadine Spörer
• Subject Area: General and Domain-Specific Teaching and Learning
• Term: from 2021 to 2024
• Project identifier: Deutsche Forschungsgemeinschaft (DFG) - Project number 470154877

Based on theoretical concepts and research findings on leadership styles of school headmasters and professional competence facets of teachers, the present study aims to investigate to what extent profession-related experiences, attitudes and stresses of school headmasters and pedagogical staff have changed against the background of the Covid-19 pandemic. It is assumed that an increased cooperation orientation of school headmasters in particular leads to increased cooperative activities on the part of the teaching staff and thus causes fewer negative changes in the profession-related experiences of the teaching staff (e.g. stress) and learning-relevant characteristics of pupils (e.g. motivation). The study draws on a longitudinal design over three measurement points, distributed over two school years (2018-2020), in which 214 primary and secondary inclusive schools were surveyed. In this follow-up study, the school headmasters and pedagogical staff of the 214 inclusive schools, as well as students of the original grade 2 (N = 40 classes) and grade 7 (N = 20 classes), will be surveyed again. Questionnaires will collect information on professional activities as well as the teaching and learning processes in distance learning settings from a retrospective and current perspective. Through the detailed assessment of cooperative activities and their effects on different groups of actors within the school, the follow-up study demonstrates under which conditions inclusive teaching and learning in distance learning settings can succeed. The knowledge gained will be applied in the area of teacher training and in-service training.

• DFG Programme: Research Grants
• Co-Investigators: Professorin Dr. Antje Ehlert; Professor Dr. Michel Knigge; Dr. Jenny Lenkeit