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Cited by 3Early Childhood Education and DevelopmentBehavioral and Psychological StudiesTeacher Education and Leadership Studies

The DOI matches its Crossref record; 27 of the 27 references it cites were found in a registry or an index.

Adaptiver Umgang mit externalisierenden Verhaltensproblemen: Pädagogisches Wissen zu inklusivem Unterricht mit Fokus emotionale und soziale Entwicklung

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Gottfried, Katharina, Casale, Gino, Hennemann, Thomas, Huber, Christian, Kaspar, Kai, Spilles, Markus, Strauss, Sarah, König, Johannes·2021·Swiss Journal of Educational Research
DOI 10.24452/sjer.43.2.6
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Abstract

Schüler*innen mit externalisierenden Verhaltensproblemen im inklusiven Unterricht stellen ihre Lehrkräfte und Mitschüler*innen vor große Herausforderungen. Damit Lehrkräfte diesen Herausforderungen adaptiv begegnen können, benötigen sie umfassendes und spezifisches pädagogisches Wissen. Bislang existiert jedoch kein spezifisches Testinstrument zur standardisierten Erfassung. Im Beitrag präsentieren wir daher die Konstruktion und psychometrische Güte eines Tests zur Erfassung des pädagogischen Wissens zu inklusivem Unterricht mit Fokus auf emotionale und soziale Entwicklung (General Pedagogical Knowledge for Inclusive Teaching focusing Social and Emotional Learning, GPK-IT-SEL). Auf Basis einer Stichprobe von n = 355 Lehrkräften aus Grundschulen analysieren wir die Reliabilität und Kriteriumsvalidität des Instruments. Die Ergebnisse zeigen, dass der Test eine reliable Messung erlaubt. Erwartungsgemäß verfügen Förderschullehrkräfte über umfangreicheres Wissen als Regelschullehrkräfte, was auf die Kriteriumsvalidität des Instruments hinweist.

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Crossref · 10.24452/sjer.43.2.6

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  • Many teachers feel inadequately prepared to meet the needs of students with emotional and behavioral problems.

    “many teachers feel inadequately prepared to meet the needs of students with emotional and behavioral problems”

    From “So That You Can Feel Well”: Perspectives of Students with Social, Emotional and Behavioral Difficulties on Factors that Support School Attendance (2025) · cites this paper as Gottfried et al., 2021

    Section 2 (p. 3) says students’ emotional and behavioral problems pose additional challenges for teachers and that mainstream teachers may have limited knowledge of emotional and social development because of their training. It does not say that many teachers feel inadequately prepared; that claim about teachers’ perceptions is not established by the passage. (LLM, conf=0.84)

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  • Mandatory training in social and emotional learning remains inconsistent across Germany.

    “Mandatory training in social and emotional learning remains inconsistent across the country”

    From “So That You Can Feel Well”: Perspectives of Students with Social, Emotional and Behavioral Difficulties on Factors that Support School Attendance (2025) · cites this paper as Gottfried et al., 2021

    Section 2 (p. 3) says regular teachers may have limited knowledge of emotional and social development partly because of their training. The Introduction (p. 1) discusses new expectations for teacher education, and the Discussion (p. 9) mentions a professional-development project. None of these passages addresses whether mandatory social and emotional learning training varies across Germany; searches for mandatory training and regional inconsistency found no such passage. (LLM, conf=0.72)

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Citations

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Flagged first, then by citations

Research works printed but not linked: 9

  1. Bühner, M. (2011). Einführung in die Test- und Fragebogenkonstruktion . Pearson Studium.
  2. Gräsel, C., Fussangel, K. & Pröbstel, C. (2006). Lehrkräfte zur Kooperation anregen - eine Aufgabe für Sisyphos? Zeitschrift für Pädagogik, 52 (2), 205-219.
  3. Hillenbrand, C. & Pütz, K. (2008). KlasseKinderSpiel. Spielerisch Verhaltensregeln lernen . Edition Körber Stiftung.
  4. Huber, C. & Grosche, M. (2012). Das response-to-intervention-Modell als Grundlage für einen inklusiven Paradigmenwechsel in der Sonderpädagogik. Zeitschrift für Heilpädagogik, 63 (8), 312-322.
  5. König, J., Gerhard, K., Melzer, C., Rühl, A.-M., Zenner, J. & Kaspar, K. (2017). Erfassung von pädagogischem Wissen für inklusiven Unterricht bei angehenden Lehrkräften: Testkonstruktion und Validierung. Unterrichtswissenschaft, 45 (4), 223-242.
  6. Melzer, C. & Hillenbrand, C. (2013). Aufgaben sonderpädagogischer Lehrkräfte für die inklusive Bildung: empirische Befunde internationaler Studien. Zeitschrift für Heilpädagogik, 64 (5), 194-202.
  7. Seifried, S. (2015). Einstellungen von Lehrkräften zu Inklusion und deren Bedeutung für den schulischen Implementierungsprozess - Entwicklung, Validierung und strukturgleichungsanalytische Modellierung der Skala EFI-L. Dissertation, Pädagogische Hochschule Heidelberg.
  8. Stein, R. (2013). Kritik der ICF-CY- eine Analyse im Hinblick auf die Klassifikation von Verhaltensstörungen. Zeitschrift für Heilpädagogik, 64 (3), 106-115.
  9. Strauss, S. & König, J. (2017). Berufsbezogene Überzeugungen von angehenden Lehrkräften zur inklusiven Bildung. Unterrichtswissenschaft, 45 (4), 243-261.

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Metadata

Authors
Gottfried, K., Casale, G., Hennemann, T., Huber, C., Kaspar, K., Spilles, M., Strauss, S., & König, J.
Affiliations
University of Wuppertal (DE)
ORCID
Venue
Swiss Journal of Educational Research
Publisher
University of Bern
Published
2021-07-19
Volume
43
Issue
2
Pages
260-272
ISSN
  • 1424-3946 (ISSN-L)
  • 2624-8492
DOI
10.24452/sjer.43.2.6
OpenAlex
W3183907842
Cited by
2
References
27
Citations by year
2025: 2
FWCI
0.00
Type
journal article
Language
de
Open access
Licence
cc-by
Locations
  • Swiss Journal of Educational Research (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Topics
  • Social Sciences › Education › Early Childhood Education and Development
  • Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
  • Social Sciences › Education › Teacher Education and Leadership Studies
Keywords
externalizing problems, inclusive education, teacher pedagogical knowledge, social-emotional learning, test development, psychometric properties, criterion validity, reliability statistics, special education teachers, primary school teachers

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