Mintz, Joseph; Hick, Peter; Solomon, Yvette; Matziari, Aikaterini; Ó’Murchú, Finn; Hall, Kathy; Cahill, Kevin; Curtin, Catriona; Anders, Jake; Margariti, Despoina

2020

March

Teaching and Teacher Education

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?

Validated

WOS: 19 ()

Inclusion Longitudinal Novice teacher Pre-service Reality shock Special educational needs Teacher self-efficacy

91

103042 1

11

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.

0742-051X

10.1016/j.tate.2020.103042