Ebikabowei Musah
Abstract
Teaching practice (practicum) is a pivotal phase in teacher education during which student-teachers translate theoretical learning into classroom practice. High-quality mentorship – characterized by purposeful observation, precise feedback and guided reflection – significantly influences student-teachers’ professional growth, self-efficacy and classroom readiness. This paper synthesizes contemporary literature and empirical findings to propose an integrated mentorship framework that places cyclical observation, dialogic feedback and scaffold reflection at the centre of practicum supervision. Drawing on systematic reviews and recent empirical studies, the article identifies features of effective mentor behaviours, common barriers in practicum contexts and evidence-based strategies for mentor training, institutional policy and pedagogical tools such as structured observation instruments, digital feedback platforms and guided reflective protocols. Practical recommendations for teacher education programmes and school mentors are offered among which is that teacher trainers should facilitate collaborative reflection groups where mentees present evidence and receive peer and mentor questions which socializes reflection and deepens insight. The paper further advocates that in any teacher training programme, mentoring should be viewed not as a one-way supervisory process but as a collaborative partnership aimed at continuous learning and professional renewal for both mentor and mentee.