Mintz, J;
Hick, P;
Solomon, Y;
Matziari, A;
Ó'Murchú, F;
Hall, K;
Cahill, K;
... Margariti, D; + view all
(2020)
The reality of reality shock for inclusion: How does teacher attitude, perceived knowledge and self-efficacy in relation to effective inclusion in the classroom change from the pre-service to novice teacher year?
Teaching and Teacher Education
, 91
, Article 103042. 10.1016/j.tate.2020.103042.
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Abstract
There is little empirical attention in the literature to how beginning teacher perceptions in relation to inclusion change as they progress from the pre-service to novice teacher year. This paper reports on a panel study of a cohort of pre-service teachers in the Republic of Ireland, which tracks their transition to the novice teacher year using a new scale. Analysis of the data indicates that this transition results in a significant drop in attitude, perceived knowledge and self-efficacy in relation to inclusion.
| Type: | Article |
|---|---|
| Title: | The reality of reality shock for inclusion: How does teacher attitude, perceived knowledge and self-efficacy in relation to effective inclusion in the classroom change from the pre-service to novice teacher year? |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1016/j.tate.2020.103042 |
| Publisher version: | https://doi.org/10.1016/j.tate.2020.103042 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Pre-service, Novice teacher, Inclusion, Special educational needs, Reality shock, Teacher self-efficacy, Longitudinal |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership > Centre for Education Policy and Equalising Opportunities |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10091099 |
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