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106 b
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This study deals with the cooperation between teachers and teaching assistants in inclusive education. It focuses on how teachers and teaching assistants experience their collaboration, their understanding of their roles, how communication and coordination function, and what conflicts can arise. To answer these questions, inclusion theory foundations are addressed and the task profile of both occupational groups is explained. Based on this, the general role understanding of teachers and teaching assistants is clarified, and aspects of communication, cooperation, and conflict potential are highlighted. Furthermore, to answer the research questions, two guided, semi-standardized interviews were conducted with a teacher and a teaching assistant.
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