Enacting inclusive pedagogy in schools located in high poverty environments: Learning from beginner teachers

This presentation reports part of a larger project supported by the Scottish Government and the Scottish Council of Deans of Education to research teacher education pedagogies and induction strategies to better prepare early career teachers to make a positive difference for SIMD 1-40 communities. In Scotland, areas of social and economic deprivation are identified using the Scottish Index of Multiple Deprivation (SIMD) (Scottish Government, 2016). The study contributes to an expanding body of work on the Scottish inclusive practice project (Florian and Rouse, 2009), with a view to further understanding the preparation of new teachers to enact inclusive pedagogy.