When you browse educational journals for educators and teachers, you often come across calls for a "proper" attitude. This is frequently presented as a crucial factor for the success of individual support, inclusion, and the functioning of schools and daycare centers under changing conditions. It remains largely unclear, both theoretically and empirically, what is meant by attitude, how it is acquired, whether and how it can be changed, and—last but not least—whether it can be taught. This led to the idea for this book: What exactly can be meant by attitude? Is attitude a collective term for subjective theories, ethical postulates, intentions, and goals that educators mentally represent in their professional actions, and which have varying degrees of influence on their everyday pedagogical practices?.