A mentoring model for student teachers in inclusive schools

The study revealed a mismatch in the conceptualization and practice of inclusive education where mentors inadvertently limit the participation and achievement of LDGTL. Mentors were also found to be unequipped in handling inclusion in the regular classroom and this was evidenced by the inefficiency...

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Dades bibliogràfiques

Autor principal:	Custodio, Zhanina Umali (Autor)
Altres autors:	Magtoto, Frances Olivia M. (dissertation adviser.), Buenviaje, Jerome T. (critic reader.), Bustos, Marie Therese Angeline P. (critic/reader member.), Koo, Grace S. (critic/reader member.), Oael, Irene C. (critic/reader member.)
Format:	Thesis
Idioma:	English
Publicat:	Quezon City College of Education, University of the Philippines Diliman 2019.
Matèries:	Inclusive education. Mentoring in education. Student teachers > Training of. Student teaching. Special education.