Robert, KisalamaKibedi, Abdul-MajidAluko, Folake RuthNzabalirwa, Wenceslas2021-05-252021-05-2520212788-6298https://doi.org/10.35293/tetfle.v1i1.70http://hdl.handle.net/2263/80048The 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.This work is licensed under a Creative Commons Attribution 4.0 International License.Learner-centred pedagogyCollege–Based MentorshipReflective Practice Mixed-methods studyteacher-trainersvideo-recordsself-reflectioncollegial critiqueArticle