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- Title
How School Leadership Facilitates Beginning Teachers' Practice As Inclusive Educators.
- Authors
ROSENBERG, REBECCA
- Abstract
There are a number of elements from the school setting, such as the school's leadership, mentorship and support networks, that influence the type of transition the beginning teacher experiences as an inclusive educator. School leaders play an essential role in setting the agenda for inclusive and equitable practice in their school. The aim of this study was to investigate ways in which beginning teachers are facilitated by school leadership to practice as inclusive educators. The intention of this research project was that the findings may be considered by school leadership, so to augment current practices at the school setting, to better support and enhance beginning teachers as inclusive educators when transitioning into the profession. An important aspect highlighted by beginning teachers in the findings was, when leadership acknowledged and intentionally sort to reduce the barriers identified, it influenced their transition experience as an inclusive educator. The barriers referred to include: 1) Poor communication regarding awareness of students in their class with diverse needs; 2) Absence of affirmation and support from leadership; and 3) Minimal to no time made available to grasp and put into practise appropriate modified and differentiated teaching practices. Findings are discussed and future directions for research outlined.
- Subjects
BEGINNING teachers; SCHOOL administrators; EDUCATORS; INCLUSIVE leadership; TEACHER educators; INCLUSIVE education; EDUCATIONAL leadership
- Publication
Leading & Managing, 2022, Vol 28, Issue 2, p11
- ISSN
1329-4539
- Publication type
Article