Qualities of university tutors and school-based mentors for developing inclusive teaching attributes during the practicum: student teachers’ perspectives in Spain

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 it matters

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

• 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.
• Data was collected through individual semi-structured interviews and analyzed using a combined deductive and inductive thematic approach.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1951439