Document Type

Article

Publication Date

2018

DOI

10.1080/02607476.2017.1422608

Publication Title

Journal of Education for Teaching

Volume

44

Issue

2

Pages

232-236

Abstract

This case study examines a Chinese and Korean-Chinese pre-service teachers’ perceptions of their mentor teachers’ role in supporting inclusive practicum experiences in U.S. elementary school contexts. The findings demonstrate that a mentor teacher’s open conversations and willingness to host those students bring positive influence on their learning and growth. The findings also indicate that the facilitative roles of mentor teachers in the promotion of inclusive environments are intersected with the socio-cultural and political contexts of practicum schools and universities. The study concludes with implications for enhancing the inclusion of diverse pre-service teachers through collaborative roles of multiple practicum stakeholders, including pre-service teachers, mentor teachers, practicum schools, and universities.

Comments

Author accepted version of article published in Journal of Education, https://doi.org/10.1080/02607476.2017.1422608

ORCID

0000-0001-5733-435X

Original Publication Citation

Maddamsetti, J. (2018). Perceptions of pre-service teachers on mentor teachers’ roles in promoting inclusive practicum: Case studies in U.S. elementary school contexts. Journal of Education for Teaching 44(2), 232-236. DOI: 10.1080/02607476.2017.1422608

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