Abstract:
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
online 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 experience, teachertrainers
appreciate the contribution of college-based mentors towards the adoption of learnercentred
pedagogy. It also revealed that the opportunity for 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 pedagogical support.
