Newly qualified teachers' experiences of implementing an inclusive pedagogy in schools located in high poverty environments

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Graham, Archie and MacDougall, Lindsay and Robson, Dean and Mtika, Peter (2025) Newly qualified teachers' experiences of implementing an inclusive pedagogy in schools located in high poverty environments. Journal of Education for Teaching. pp. 1-15. ISSN 0260-7476 (https://doi.org/10.1080/02607476.2025.2468634)

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Abstract

This study aims to examine Newly Qualified Teachers’ experiences of enacting an inclusive pedagogy in high poverty school contexts in Scotland. One approach for supporting teachers’ practices with regards to inclusion is known as inclusive pedagogy. However, there is limited research into Newly Qualified Teachers’ experiences of implementing an inclusive pedagogy in their teaching. This cross-case study was conducted with seven Newly Qualified Teachers 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 Newly Qualified Teachers, 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.

ORCID iDs

Graham, Archie, MacDougall, Lindsay, Robson, Dean and Mtika, Peter ORCID logoORCID: https://orcid.org/0000-0001-6017-4617;
CORE (COnnecting REpositories)