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?

J. Mintz; P. Hick; Y. Solomon; A. Matziari; F. Ó’Murchú; K. Hall; K. Cahill; C. Curtin; J. Anders; D. Margariti

doi:10.1016/j.tate.2020.103042

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?

J. Mintz
, P. Hick
, Y. Solomon
, A. Matziari
, F. Ó’Murchú
, K. Hall
, K. Cahill
, C. Curtin
, J. Anders
, D. Margariti

Research

Research output: Contribution to journal › Article (journal) › peer-review

56 Citations (Scopus)

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.

Original language	English
Article number	103042
Journal	Teaching and Teacher Education
Volume	91
Early online date	9 Mar 2020
DOIs	https://doi.org/10.1016/j.tate.2020.103042
Publication status	Published - 1 May 2020

Keywords

pre-service
novice teacher
inclusion
special educational needs
reality shock
teacher self-efficacy
longitudinal
Inclusion
Longitudinal
Novice teacher
Reality shock
Pre-service
Teacher self-efficacy
Special educational needs

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Mintz, J., Hick, P., Solomon, Y., Matziari, A., Ó’Murchú, F., Hall, K., Cahill, K., Curtin, C., Anders, J., & 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, Article 103042. https://doi.org/10.1016/j.tate.2020.103042

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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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Mintz, J, Hick, P, Solomon, Y, Matziari, A, Ó’Murchú, F, Hall, K, Cahill, K, Curtin, C, Anders, J & 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, vol. 91, 103042. https://doi.org/10.1016/j.tate.2020.103042

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. et al.
In: Teaching and Teacher Education, Vol. 91, 103042, 01.05.2020.

Research output: Contribution to journal › Article (journal) › peer-review

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AU - Matziari, A.

AU - Ó’Murchú, F.

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Mintz J, Hick P, Solomon Y, Matziari A, Ó’Murchú F, Hall K et al. 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. 2020 May 1;91:103042. Epub 2020 Mar 9. doi: 10.1016/j.tate.2020.103042

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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Keywords

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