Components that influence early career teachers’ practices as inclusive educators in general education settings
An international scoping review
Bibliographic Data
| ID | 21522856 |
|---|---|
| Authors | Rebecca Rosenberg (0000-0001-9002-4601, Monash University, corresponding author), Michelle Ludecke (0000-0002-2178-1868, Monash University), Laura Alfrey (0000-0002-4200-710X, Peninsula Health) |
| Year | 2025 |
| Volume | 52 |
| Issue | 3 |
| Pages | 2281-2300 |
| Publication date | 2025-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Australian Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0311-6999 • E-ISSN: 2210-5328 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s13384-025-00811-x |
| OpenAlex | W4408241390 |
| Language | EN |
| Citations received | 2 |
| References cited | 49 |
This paper analyses the findings of a scoping review that sought to ascertain components that influence early career teachers’ practices as inclusive educators in general education settings. This represents a unique contribution to existing scholarship in that it explicitly identifies and defines 18 key components that influence early career teachers’ practices as inclusive educators. Providing a common metalanguage for these components—particularly when used in legislation and policy—is important to mitigate the overwhelming procedures for teachers and researchers who grapple with such processes, and identify their influence on their practice. The aim of this review was to identify, define, categorise and summarise the existing research from February 2011 to February 2023 that ascertains what components influence early career teachers’ practices as inclusive educators. Additionally, this scoping review proposes recommendations for future research also. The JBI Scoping Review Methodology was followed in this review, and 25 articles met the inclusion criteria. Qualitative content analysis was employed, identifying mentorship, support, time, and belief in inclusive education as the most widely discussed components. Our analysis suggests that future research should focus on early career teachers’ attitude, professional dialogue, and induction. The findings of this research have implications for teachers, teacher educators and policy makers
Mathematics education · Medical education · Pedagogy · Sociology · Collaborative Teaching and Inclusion · Disability Education and Employment · Medicine · Psychology · Teacher Education and Leadership Studies
Chapter 11
A scoping review of scoping reviews
The PRISMA 2020 statement
The trajectory of inclusive beliefs in beginning teachers
Disparities in Teachers’ Access to Schools’ Collective Social Assets Based on Role, Race, and Poverty
Takanga ‘enau fohe
Beginning teacher preparation and readiness for the profession as inclusive educators
Qualitative Inhaltsanalyse
Self-efficacy
Urban Advocates for Young Children with Special Needs
Teacher education for inclusive education in Bhutan
Teaching to address diverse learning needs
Voices of experience
Beginning teachers and inclusive education
My attitude, my responsibility‘ Investigating the attitudes and intentions of pre-service teachers toward inclusive education between teacher preparation cohorts in Melbourne and Pretoria
Beginner secondary teacher preparedness for inclusion
Beginning to teach inclusively
Sense-making for beginning special educators
Inclusive pedagogy
A comparative study of the impact of enhanced input on inclusion at pre‐service and induction phases on the self‐efficacy of beginning teachers to work effectively with children with special educational needs
Scoping studies
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |