Interdisciplinary teamwork is one of the most often recommended approaches when working with students with special needs. A special and rehabilitation pedagogue and a teacher most often participate in the school's professional team. Their effective teamwork can significantly contribute to the progress of students with special needs. Personal conceptions of teamwork and mutual expectations of special and rehabilitation pedagogues as well as teachers present one of the important factors of successful teamwork. In the empirical part of the master's thesis, we researched what personal conceptions and expectations special and rehabilitation pedagogues and teachers have regarding their teamwork. The aim of our research was to evaluate whether there are differences in special and rehabilitation pedagogues and teachers personal conceptions and expectations regarding teamwork. The sample consisted of 47 special and rehabilitation pedagogues employed as members of the school counseling service at central school or mobile special and rehabilitation pedagogues, as well as 93 primary teachers and 78 subject teachers. We found out special and rehabilitation pedagogues mostly have positive experiences in teamwork with primary teachers. They have partly positive and partly negative experiences in teamwork with subject teachers. Both primary and subject teachers have mostly positive experiences in teamwork with special and rehabilitation pedagogues. Experiences in teamwork of special and rehabilitation pedagogues with teachers are positively associated with their motivation for team planning and team evaluation. We classified all personal views of special and rehabilitation pedagogues and teachers into 15 categories of personal conceptions, which cover the essential elements of teamwork. Both special and rehabilitation pedagogues as well as teachers most often perceive teamwork as a type of cooperation. We found out special and rehabilitation pedagogues to a greater extent than teachers understand teamwork as an exchange of suggestions, opinions, agreements and listening. In addition, special and rehabilitation pedagogues to a greater extent than teachers understand teamwork as interdisciplinary work. We also discovered that there are no differences between special and rehabilitation pedagogues and teachers in terms of changing personal conceptions during their working years. Furthermore, we learned that special and rehabilitation pedagogues and teachers expect the division of work, tasks and roles to the greatest extent in mutual teamwork. We found that special and rehabilitation pedagogues, to a greater extent than teachers, expect respect for different opinions and suggestions, mutual understanding, a positive climate, adherence to agreements, exchange of opinions, experiences and information in mutual teamwork. We found that special pedagogues and teachers most often express their expectations regarding mutual teamwork verbally. Both special and rehabilitation pedagogues and teachers estimate that the expectations they have for mutual teamwork are mostly fulfilled.
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