Abstract
In the following chapter, the concepts of inclusion, self-concept, and collaboration, which are the foundation of this thesis, will be presented. All three terms are initially defined before being explored in greater depth, for example, through existing theoretical models and popular value systems. The concept of inclusion will be thoroughly illuminated from an educational perspective, the chapter provides different interpretations for inclusive education and introduces a value hierarchy of inclusion. Further, this chapter includes an introduction to self-concept and its overarching domains, such as professional self-concept or teacher self-concept. The chapter then continues with an overview of teacher collaboration and different forms of cooperative structures and practices before concluding with the topic of teacher satisfaction.
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Signatories include countries or regional integration organizations that have signed the Convention and its Optional Protocol.
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© 2024 The Author(s), under exclusive license to Springer Fachmedien Wiesbaden GmbH, part of Springer Nature
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Schulze, J.R. (2024). Theoretical Background. In: Effects of Teacher Collaboration and Tandem Compositions on Pre-Service Teachers’ Professional Self-Concepts in Inclusive Education. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-45143-1_2
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DOI: https://doi.org/10.1007/978-3-658-45143-1_2
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