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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dc.contributor.authorMintz, Joseph
dc.contributor.authorHick, Peter
dc.contributor.authorSolomon, Yvette
dc.contributor.authorMatziari, Aikaterini
dc.contributor.authorÓ'Murchú, Finn
dc.contributor.authorHall, Kathy
dc.contributor.authorCahill, Kevin
dc.contributor.authorCurtin, Catriona
dc.contributor.authorAnders, Jake
dc.contributor.authorMargariti, Despoina
dc.contributor.funderNational Council for Special Education, Irelanden
dc.date.accessioned2023-03-21T14:23:19Z
dc.date.available2023-03-21T14:23:19Z
dc.date.issued2020-03-09
dc.date.updated2023-03-21T14:15:32Z
dc.description.abstractThere 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.en
dc.description.statusPeer revieweden
dc.description.versionAccepted Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.articleid103042en
dc.identifier.citationMintz, 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.2020.103042en
dc.identifier.doi10.1016/j.tate.2020.103042en
dc.identifier.endpage11en
dc.identifier.issn0742-051X
dc.identifier.journaltitleTeaching and Teacher Educationen
dc.identifier.startpage1en
dc.identifier.urihttps://hdl.handle.net/10468/14325
dc.identifier.volume91en
dc.language.isoenen
dc.publisherElsevier Ltd.en
dc.rights© 2020, Elsevier Ltd. All rights reserved. This manuscript version is made available under the CC BY-NC-ND 4.0 license.en
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/en
dc.subjectInclusionen
dc.subjectLongitudinalen
dc.subjectNovice teacheren
dc.subjectPre-serviceen
dc.subjectReality shocken
dc.subjectSpecial educational needsen
dc.subjectTeacher self-efficacyen
dc.titleThe 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?en
dc.typeArticle (peer-reviewed)en
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