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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, Joseph, Hick, Peter ORCID logoORCID: https://orcid.org/0000-0003-4765-2199, Solomon, Yvette ORCID logoORCID: https://orcid.org/0000-0002-2731-8380, Matziari, Aikaterini, Ó’Murchú, Finn, Hall, Kathy, Cahill, Kevin, Curtin, Catriona, Anders, Jake and Margariti, Despoina (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. p. 103042. ISSN 0742-051X

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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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