School-Based Induction for Newly Qualified Teachers in Classroom and Special Education Teaching Roles: How School-Based Induction Supports Inclusive and Special Education Teaching Practices
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| Title: | School-Based Induction for Newly Qualified Teachers in Classroom and Special Education Teaching Roles: How School-Based Induction Supports Inclusive and Special Education Teaching Practices |
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| Language: | English |
| Authors: | Lisa Clinton (ORCID |
| Source: | Support for Learning. 2026 41(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Beginning Teachers, Beginning Teacher Induction, Inclusion, Elementary School Teachers, Mainstreaming, Regular and Special Education Relationship, Teacher Collaboration, Mentors, Educational Policy, Foreign Countries, Students with Disabilities |
| Geographic Terms: | Ireland |
| DOI: | 10.1111/1467-9604.70044 |
| ISSN: | 0268-2141 1467-9604 |
| Abstract: | This article explores how school-based induction supported Newly Qualified Teachers (NQTs) to develop inclusive teaching practices in a mainstream primary school in Ireland. Focusing on an NQT in a mainstream class and an NQT in a Special Education Teacher (SET) role, the study examines how structured reflective dialogue, collaborative mentoring and leadership shaped their confidence and practice. Using a qualitative case study design, data were gathered from semistructured interviews, weekly reflective meetings and researcher field notes. Findings show that protected reflective space, intentional SET-mainstream collaboration with mentors who engaged in dialogic, non-evaluative support enabled NQTs to move beyond 'survival mode' toward inclusive pedagogical decision-making. However, access to collaborative learning varied by teacher role, highlighting the need for equitable induction structures. The study contributes to current Irish policy debates by highlighting that school-based induction can embed inclusive practice when reflective learning is prioritised, SETs are positioned as co-educators, and leadership protects time and role clarity. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506987 |
| Database: | ERIC |
| Abstract: | This article explores how school-based induction supported Newly Qualified Teachers (NQTs) to develop inclusive teaching practices in a mainstream primary school in Ireland. Focusing on an NQT in a mainstream class and an NQT in a Special Education Teacher (SET) role, the study examines how structured reflective dialogue, collaborative mentoring and leadership shaped their confidence and practice. Using a qualitative case study design, data were gathered from semistructured interviews, weekly reflective meetings and researcher field notes. Findings show that protected reflective space, intentional SET-mainstream collaboration with mentors who engaged in dialogic, non-evaluative support enabled NQTs to move beyond 'survival mode' toward inclusive pedagogical decision-making. However, access to collaborative learning varied by teacher role, highlighting the need for equitable induction structures. The study contributes to current Irish policy debates by highlighting that school-based induction can embed inclusive practice when reflective learning is prioritised, SETs are positioned as co-educators, and leadership protects time and role clarity. |
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| ISSN: | 0268-2141 1467-9604 |
| DOI: | 10.1111/1467-9604.70044 |
