Weisz-Koves, TamarLi, Yanan2026-02-132026-02-132026-01-27Early Education, ISSN: 2538-1180 (Print), 70(1), 1-15.2538-1180http://hdl.handle.net/10292/20637In Aotearoa New Zealand, an increasing number of international students are choosing to study through initial teacher education programmes and staying to teach after they have graduated. However, to date, little research has focused on the practicum experiences of international early childhood education student teachers and how to effectively support their professional growth in ways that foster ethnorelative understandings. In this article, Yanan Li shares insights and recommendations drawing on her experience of having been an international ECE student teacher from China and her current role as a Visiting Lecturer. The aim of this article is to foster ethnorelative understandings between international student teachers and those who work with them, to enhance communication, relationships, and mentoring in the early childhood education practicum space.Early Education is an open access journal dedicated to advancing the field of early years education in Aotearoa New Zealand and beyond by sharing valuable and diverse ideas, including research insights and teachers’ perspectives.International student teachersinitial teacher educationearly childhood educationpracticummentoringinterculturalismethnorelativismculturally responsive practiceJournal ArticleOpenAccess