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

Abstract

Initial teacher education requires practicum experiences that support the development of inclusive teaching attributes through meaningful participation, reflection, and tutorial guidance. This study examined how pre-service teachers perceived the contribution of university tutors and school-based mentors to the development of these attributes during the practicum. A qualitative interpretive study was conducted with 29 final-year Early Childhood and Primary Education student teachers with additional training in Special Educational Needs. Following nine-week placements in public and state-subsidised schools, participants completed individual semi-structured interviews. Transcripts were analysed using a combined deductive and inductive thematic approach supported by ATLAS.ti. The analysis was organised around three categories: (i) qualities of university tutors, (ii) qualities of school-based mentors, and (iii) development of inclusive teaching attributes. Participants perceived university tutors as facilitating critical reflection, the integration of theory and practice, and a broader understanding of inclusion. School-based mentors promoted situated learning through pedagogical modelling, progressive participation, professional socialisation, and relationships based on trust. Participants also reported greater sensitivity to diversity, increased professional confidence, more flexible pedagogical responses, and a stronger commitment to participation and belonging. The findings suggest that inclusive teaching attributes are developed through the complementary contributions of university- and school-based guidance, highlighting the importance of closer collaboration between both practicum settings.