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?

Joseph Mintz; Peter Hick; Yvette Solomon; Aikaterini Matziari; Finn Ó’Murchú; Kathy Hall; Kevin Cahill; Catriona Curtin; Jake Anders; Despoina 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?

Joseph Mintz
, Peter Hick
, Yvette Solomon
, Aikaterini Matziari
, Finn Ó’Murchú
, Kathy Hall
, Kevin Cahill
, Catriona Curtin
, Jake Anders
, Despoina Margariti

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

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
DOIs	https://doi.org/10.1016/j.tate.2020.103042
Publication status	Published - May 2020

Keywords

Inclusion
Longitudinal
Novice teacher
Pre-service
Reality shock
Special educational needs
Teacher self-efficacy

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1016/j.tate.2020.103042

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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

@article{90137c685b334461ae49ad28b3de41bc,

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?",

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.",

keywords = "Inclusion, Longitudinal, Novice teacher, Pre-service, Reality shock, Special educational needs, Teacher self-efficacy",

author = "Joseph Mintz and Peter Hick and Yvette Solomon and Aikaterini Matziari and Finn {\'O}{\textquoteright}Murch{\'u} and Kathy Hall and Kevin Cahill and Catriona Curtin and Jake Anders and Despoina Margariti",

note = "Publisher Copyright: {\textcopyright} 2020 Elsevier Ltd",

year = "2020",

month = may,

doi = "10.1016/j.tate.2020.103042",

language = "English",

volume = "91",

journal = "Teaching and Teacher Education",

issn = "0742-051X",

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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, Joseph; Hick, Peter; Solomon, Yvette et al.
In: Teaching and Teacher Education, Vol. 91, 103042, 05.2020.

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

TY - JOUR

T1 - The reality of reality shock for inclusion

T2 - 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?

AU - Mintz, Joseph

AU - Hick, Peter

AU - Solomon, Yvette

AU - Matziari, Aikaterini

AU - Ó’Murchú, Finn

AU - Hall, Kathy

AU - Cahill, Kevin

AU - Curtin, Catriona

AU - Anders, Jake

AU - Margariti, Despoina

PY - 2020/5

Y1 - 2020/5

N2 - 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.

AB - 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.

KW - Inclusion

KW - Longitudinal

KW - Novice teacher

KW - Pre-service

KW - Reality shock

KW - Special educational needs

KW - Teacher self-efficacy

UR - https://www.scopus.com/pages/publications/85080975560

U2 - 10.1016/j.tate.2020.103042

DO - 10.1016/j.tate.2020.103042

M3 - Article

AN - SCOPUS:85080975560

SN - 0742-051X

VL - 91

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

M1 - 103042

ER -

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?

Abstract

Keywords

UN SDGs

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