Preparing pre-service teachers requires the alignment of their university programs (theory) to the practice at schools. Very often this alignment can be mismatched when there is a lack of a structured mentorship programme at schools for student teacher development. This qualitative research aims to explore insights from pre-service teachers on the mentorship received during their work integrated learning (WIL) program and is guided by the following question: What kind of mentorship did pre-service teachers receive during their WIL? This paper is informed by Cochran-Smith and Lytle’s (1999) framework of knowledge for practice, knowledge in practice and knowledge of practice. The paper drew insights from 533 second year students purposely selected, who granted permission for the use of their responses. Data was collected using a survey questionnaire on google forms, distributed on the university learning management system. The findings indicate that although there was constant presence of mentor teachers who supported students on various teaching strategies, use of technology and the planning of their lessons, students felt insecure emotionally, when having to teach large classes.

Based on the student teachers’ input, it is recommended that student teachers attend wellness programs to mentally and emotionally prepare them to the realities that exist in schools. It is also recommended that student teachers attend pre- teaching practice workshops to familiarize themselves with the realities and challenges they may experience at schools.

Keywords: Work integrated learning, mentorship, pre-service teachers, teacher knowledge.