| 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 |
| Language: |
English |
| Authors: |
Lisa Clinton (ORCID 0009-0009-8064-6533); Ann Marie Farrell (ORCID 0000-0002-4123-5661) |
| 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 |