In Zimbabwe, teacher training is a joint endeavor between teachers' colleges and host schools, with the latter relying on mentors in training student teachers during teaching practice (TP). This chapter explores how mentors' reflective strategies enhance students' training. It explores how mentors adopt reflective strategies to guide student teachers. Five mentors were interviewed individually while 20 were interviewed in two focus groups. Their views concentrated on key aspects of teaching, namely scheming, lesson planning, delivery, and evaluation. Findings revealed that student teachers lacked clear aims, had poor lesson introductions, superficial lesson evaluation, and unsatisfactory lesson delivery. The study highlighted that mentors reflected on these aspects and assisted the student teachers to do the same. The study recommends that teachers' colleges should prepare student teachers adequately in scheming, planning, and lesson delivery before TP. More time should be devoted to professional studies by teachers' colleges before student teachers are deployed on TP.
