School‐based induction for newly qualified teachers in classroom and special education teaching roles: How school‐based induction supports inclusive and special education teaching practices

Abstract This article explores how school‐based induction supported Newly Qualified Teachers (NQTs) to develop inclusive teaching practices in a mainstream primary school in Ireland. Focusing on an NQT in a mainstream class and an NQT in a Special Education Teacher (SET) role, the study examines how structured reflective dialogue, collaborative mentoring and leadership shaped their confidence and practice. Using a qualitative case study design, data were gathered from semistructured interviews, weekly reflective meetings and researcher field notes. Findings show that protected reflective space, intentional SET–mainstream collaboration with mentors who engaged in dialogic, non‐evaluative support enabled NQTs to move beyond ‘survival mode’ toward inclusive pedagogical decision‐making. However, access to collaborative learning varied by teacher role, highlighting the need for equitable induction structures. The study contributes to current Irish policy debates by highlighting that school‐based induction can embed inclusive practice when reflective learning is prioritised, SETs are positioned as co‐educators, and leadership protects time and role clarity.