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?

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Date
2020-03-09
Authors
Mintz, Joseph
Hick, Peter
Solomon, Yvette
Matziari, Aikaterini
Ó'Murchú, Finn
Hall, Kathy
Cahill, Kevin
Curtin, Catriona
Anders, Jake
Margariti, Despoina
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Elsevier Ltd.
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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.
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Keywords
Inclusion , Longitudinal , Novice teacher , Pre-service , Reality shock , Special educational needs , Teacher self-efficacy
Citation
Mintz, J., Hick, P., Solomon, Y., Matziari, A., Ó'Murchú, F., Hall, K., Cahill, K., Curtin, C., Anders, J. and Margariti, D. (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, 103042 (11pp). doi: 10.1016/j.tate.2020.103042