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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?

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. Green open access

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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.ucl.ac.uk/id/eprint/10091099
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