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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
Language: English
Authors: Archie Graham, Lindsay MacDougall, Dean Robson, Peter Mtika (ORCID 0000-0001-6017-4617)
Source: Journal of Education for Teaching: International Research and Pedagogy. 2025 51(2):308-322.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Beginning Teachers, Inclusion, Poverty, Educational Practices, Foreign Countries, Teaching Methods, Scaffolding (Teaching Technique), Review (Reexamination), Verbal Communication, Interdisciplinary Approach, Relevance (Education), Visual Aids, Oral Reading, Classroom Environment, Teacher Collaboration
Geographic Terms: United Kingdom (Scotland)
DOI: 10.1080/02607476.2025.2468634
ISSN: 0260-7476
1360-0540
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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1465511
Database: ERIC
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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="%22Archie+Graham%22">Archie Graham</searchLink><br /><searchLink fieldCode="AR" term="%22Lindsay+MacDougall%22">Lindsay MacDougall</searchLink><br /><searchLink fieldCode="AR" term="%22Dean+Robson%22">Dean Robson</searchLink><br /><searchLink fieldCode="AR" term="%22Peter+Mtika%22">Peter Mtika</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6017-4617">0000-0001-6017-4617</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+for+Teaching%3A+International+Research+and+Pedagogy%22"><i>Journal of Education for Teaching: International Research and Pedagogy</i></searchLink>. 2025 51(2):308-322.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 15
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  Data: <searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Poverty%22">Poverty</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Review+%28Reexamination%29%22">Review (Reexamination)</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+Communication%22">Verbal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Relevance+%28Education%29%22">Relevance (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Aids%22">Visual Aids</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Reading%22">Oral Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28Scotland%29%22">United Kingdom (Scotland)</searchLink>
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  Data: 10.1080/02607476.2025.2468634
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  Data: 0260-7476<br />1360-0540
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  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.
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  Data: 2025
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      – SubjectFull: Inclusion
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      – SubjectFull: Poverty
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      – SubjectFull: Review (Reexamination)
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      – SubjectFull: Verbal Communication
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      – SubjectFull: Classroom Environment
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      – SubjectFull: United Kingdom (Scotland)
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      – TitleFull: Newly Qualified Teachers' Experiences of Implementing an Inclusive Pedagogy in Schools Located in High Poverty Environments
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