Peer-Reviewed Journal Details
Mandatory Fields
Mintz J.;Hick P.;Solomon Y.;Matziari A.;Ó’Murchú F.;Hall K.;Cahill K.;Curtin C.;Anders J.;Margariti D.
2020
May
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: 12 ()
Optional Fields
Inclusion Longitudinal Novice teacher Pre-service Reality shock Special educational needs Teacher self-efficacy
91
© 2020 Elsevier Ltd 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
Grant Details