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Newly qualified teachers' experiences of implementing an inclusive pedagogy in schools located in high poverty environments.

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Title: Newly qualified teachers' experiences of implementing an inclusive pedagogy in schools located in high poverty environments.
Authors: Graham, Archie1 (AUTHOR), MacDougall, Lindsay1 (AUTHOR), Robson, Dean1 (AUTHOR), Mtika, Peter2 (AUTHOR) peter.mtika@strath.ac.uk
Source: Journal of Education for Teaching. Apr2025, Vol. 51 Issue 2, p308-322. 15p.
Subject Terms: *Teacher induction, *Teacher educators, *Teacher education, *High schools, Semi-structured interviews
Abstract: This study aims to examine Newly Qualified Teachers' (NQT) experiences of enacting an inclusive pedagogy in high poverty school contexts in Scotland. One approach for supporting teachers' practices with regard to inclusion is known as inclusive pedagogy. However, there is limited research into NQTs' experiences of implementing an inclusive pedagogy in their teaching. This cross-case study was conducted with seven NQTs in three schools located in high poverty environments. Qualitative data were collected through narrative observations, semi-structured interviews, and reflective diaries. The findings indicate that the NQTs in their efforts to implement an inclusive pedagogy, adopted practices that were consistent with the principles of an inclusive pedagogy and these practices related to teaching strategies, additional support and working with others. The study extends an existing corpus of knowledge on inclusive pedagogy. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Education for Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: Newly qualified teachers' experiences of implementing an inclusive pedagogy in schools located in high poverty environments.
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  Data: <searchLink fieldCode="AR" term="%22Graham%2C+Archie%22">Graham, Archie</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22MacDougall%2C+Lindsay%22">MacDougall, Lindsay</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Robson%2C+Dean%22">Robson, Dean</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Mtika%2C+Peter%22">Mtika, Peter</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> peter.mtika@strath.ac.uk</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Education+for+Teaching%22">Journal of Education for Teaching</searchLink>. Apr2025, Vol. 51 Issue 2, p308-322. 15p.
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  Data: *<searchLink fieldCode="DE" term="%22Teacher+induction%22">Teacher induction</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+educators%22">Teacher educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22High+schools%22">High schools</searchLink><br /><searchLink fieldCode="DE" term="%22Semi-structured+interviews%22">Semi-structured interviews</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study aims to examine Newly Qualified Teachers' (NQT) experiences of enacting an inclusive pedagogy in high poverty school contexts in Scotland. One approach for supporting teachers' practices with regard to inclusion is known as inclusive pedagogy. However, there is limited research into NQTs' experiences of implementing an inclusive pedagogy in their teaching. This cross-case study was conducted with seven NQTs in three schools located in high poverty environments. Qualitative data were collected through narrative observations, semi-structured interviews, and reflective diaries. The findings indicate that the NQTs in their efforts to implement an inclusive pedagogy, adopted practices that were consistent with the principles of an inclusive pedagogy and these practices related to teaching strategies, additional support and working with others. The study extends an existing corpus of knowledge on inclusive pedagogy. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of Journal of Education for Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/02607476.2025.2468634
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      – Code: eng
        Text: English
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      – SubjectFull: Teacher induction
        Type: general
      – SubjectFull: Teacher educators
        Type: general
      – SubjectFull: Teacher education
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      – SubjectFull: High schools
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            – D: 01
              M: 04
              Text: Apr2025
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              Y: 2025
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