Newly qualified teachers’ experiences of implementing an inclusive pedagogy in schools located in high poverty environments
Bibliographic Data
| ID | 21494631 |
|---|---|
| Authors | Archie Graham (0000-0002-4881-3444, University of Aberdeen), Lindsay MacDougall (University of Aberdeen), Dean Robson (University of Aberdeen), Peter Mtika (0000-0001-6017-4617, University of Strathclyde, corresponding author) |
| Year | 2025 |
| Volume | 51 |
| Issue | 2 |
| Pages | 308-322 |
| Publication date | 2025-03-15 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Education for Teaching International Research and Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 0260-7476 • E-ISSN: 1360-0540 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02607476.2025.2468634 |
| OpenAlex | W4408153660 |
| Language | EN |
| Citations received | 2 |
| References cited | 20 |
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
Mathematics education · Pedagogy · Political science · Poverty · Sociology · Education Systems and Policy · Global Educational Policies and Reforms · Inclusive Education and Diversity · Psychology
What counts as evidence of inclusive education?
Research on Teacher Preparation
Student teachers’ understandings of poverty
Developing teachers as agents of inclusion and social justice
The influence of poverty on children’s school experiences
Discourses of Inclusion and Exclusion
Educational inclusion in resource-constrained contexts
The inclusive practice project in Scotland
Inclusive pedagogy
Exploring inclusive pedagogy
| Citations per year | 2 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |