Teamwork is a key approach to successfully addressing the issues of pupils with special needs, from identifying their special needs to working with them and assessing their progress. In this master's thesis, we empirically investigated the experiences of teachers and providers of additional professional support with teamwork and took a closer look at the characteristics of effective teams and the implementation of all three phases of teamwork. Teamwork is implemented as team planning, team teaching and team evaluation. Only when teachers and providers of additional professional support work together in all three phases of teamwork can they provide different forms and levels of support according to the different needs of children. Teamwork has a number of positive effects on all those involved, especially on pupils. Various studies in this area show that teamwork, i.e. the implementation of team planning, team teaching and team evaluation is practised less frequently than it is desired from a professional point of view. The empirical studies show that teamwork in practise is crucial for the good inclusion of students with special needs in the classroom and for their optimal development. For the empirical part of the research, we used a qualitative method, namely a semi-structured interview, to collect data, we also collected data using Team self-efficacy questionnaire. The interviews were conducted with five female providers of additional professional support and five female teachers who already had experience of teamwork with providers of additional professional support. We found that the interviewees often practised the teamwork phases in an ad hoc manner, but rarely in a formal or planned way- least frequently in the context of team teaching, as most of the surveyed additional professional support workers implemented the majority of extra additional professional support sessions by drop-out principle - outside the classroom. In the survey, we found that most of the respondents experienced teamwork within effective teams, see many benefits in working in teams, feel comfortable in teams and enjoy team dynamics. The reason for the rare implementation of teamwork planning, team teaching and team evaluation was more often attributed by the respondents to the organisational obstacles, such as the lack of time, staff and too many schedule problems.
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