publisher
Qualities of university tutors and school-based mentors for developing inclusive teaching attributes during the practicum: student teachers’ perspectives in Spain
- Source
- Frontiers in Education
- Published
- Last verified
- 27 Aug 2026
- Confidence
- Moderate
- Evidence
- Original document retained
- Reading time
- 1 min
- Country
- International
- Relevant to
- Finance & Investment, People & Capability, Research & Evidence, Operations & Delivery
Executive summary
What happened, and why should leadership care?
A qualitative study in Spain explored pre-service teachers' perceptions of how university tutors and school-based mentors contribute to developing inclusive teaching attributes during practicum experiences. The research involved 29 final-year student teachers from Early Childhood and Primary Education with special educational needs training, who completed nine-week placements and subsequent semi-structured interviews. The findings aim to shed light on the effectiveness of current mentorship models in fostering inclusive teaching capabilities.
Why this matters
Why is this strategically important?
This research provides insights into the effectiveness of current educational models in preparing future teachers for inclusive learning environments. Understanding the contributions of tutors and mentors is critical for optimising teacher training programs and ensuring that new educators possess the necessary skills to support diverse student populations.
Key insights
What should be noted from the evidence?
- Initial teacher education relies on practicum experiences to foster inclusive teaching attributes.
- Meaningful participation, reflection, and tutorial guidance are identified as crucial elements for developing these attributes.
- The study specifically investigated student teachers' perspectives on the contributions of university tutors and school-based mentors.
- The research involved 29 final-year Early Childhood and Primary Education student teachers with additional training in Special Educational Needs.
- Participants underwent nine-week placements in public and state-subsidised schools in Spain.
Evidence and confidence
How far can this assessment be trusted?
Moderate confidence. Provenance established; supporting evidence remains partial.
Analysis is prepared editorially by Aziz Shuaib Ausi. The original publication remains the authoritative record, and executive judgement remains entirely human.
Source
Where does this originate?
Reported by Frontiers in Education · International. This briefing summarises the publication for executive use; the document itself is not reproduced here.
Read the original publication