 Corresponding author: Sithulisiwe Bhebhe Faculty of Education, University of Eswatini, Kwaluseni, Eswatini. Copyright © 2022 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0. Mentoring pre-service teachers in situated learning: A case study of a Zimbabwean teacher training college Sithulisiwe Bhebhe * Faculty of Education, University of Eswatini, Kwaluseni, Eswatini. World Journal of Advanced Research and Reviews, 2022, 14(02), 550–558 Publication history: Received on 09 April 2022; revised on 14 May 2022; accepted on 16 May 2022 Article DOI: https://doi.org/10.30574/wjarr.2022.14.2.0436 Abstract Mentoring pre-service teachers on teaching practice is an important part of the teacher development process. Pre- service teachers initially did teaching practice in schools where they could put what they had learned in their teacher education institute into practice. Teaching practice is now possible in virtual classrooms. This connects mentorship to the situated learning theory, which holds that effective education necessitates learning rooted in authentic contexts of practice, where pre-service teachers will participate in activities within social communities. Two teaching practice coordinators, eleven lecturers, seventeen pre-service teachers, and ten mentor teachers who were purposefully selected to participate in the study were interviewed using qualitative research approaches. Face-to-face interviews and focus group discussions were used to gather information. In this paper, I discuss the aspects that contribute to effective TP mentoring implementation as well as the contextual learning theory. Collaboration, introspection, coaching, multiple practice, acquisition of new abilities, and authentic situations are among the factors shown in the study. The mentor teacher serves as a knowledge provider, facilitator, and mediator. In the college under study there is great emphasis on that pre-service teachers get attached to mentor teachers in their practicing schools. Keywords: Situated learning; E-learning; Mentoring; Pre-service teachers; Teaching practice; Professional development 1. Introduction Mentoring pre-service teachers on teaching practice is an important part of teacher education. This is a procedure that takes place in physical or virtual classrooms in schools. It establishes vital links between the theories students teachers learn in college or university lectures and the practice they put into practice during teaching practice. Mentoring also aids the pre-service teacher's professional and personal development while simultaneously providing professional development for the mentor teacher [1]. Mentoring appears to be a supportive connection, a helpful process, a teaching and learning process, a reflective process, a professional development process, and a formalised procedure [ Barrett, Mazerolle, & Nottingham, 2017]. Student teachers go through many stages of learning how to teach while being mentored. This approach benefits both the mentor and the mentee in some way, such as role modelling, coaching, and emotional support. The next topic will be mentoring as professional development through role modeling. 2. Mentoring as professional development through role modelling Mentors provide a model for the student teachers [2]. This could include a model in the form of behaviour, a demonstration lesson or particular teaching strategy or in the form of suggested lesson plans, ideas for activities or specific recommendations to take to overcome particular difficulties [3]. Student teachers take the examples and copy