Article Details

The intermittent pedagogical support received by teacher-trainers from the central level makes it difficult to

implement new practices in teacher training institutions in Uganda. This mixed-methods study, investigated

teacher-trainers’ perceptions of a pilot pedagogical support system implemented by college-based mentors.

Qualitative and quantitative data were elicited using an on-line questionnaire completed by teacher- trainers

(n=100) and video-records of interviews with selected college-based mentors (n=6) who reflected on their own

experiences to propose ways of improving the system. The findings revealed that irrespective of years of experi

ence, teacher-trainers appreciate the contribution of college-based mentors towards the adoption of learner-cen

tred pedagogy. It also revealed that the opportunity for a self- reflection and collegial critique afforded by video

enhanced the practices of the mentees and greatly enriched the mentorship process. Nonetheless, the teacher

trainers expressed the need to broaden mentorship activities to include subject -specific pedagogic support.