Abstract
Mentoring is globally recognised as critical for the preparation of pre-service teachers. In this study we examined the role of mentoring pre-service teachers during their practicum as a tool for professional development in teacher education, focusing on how it enhances inclusive teaching and learning skills for diverse learners. In this article we report on a qualitative critical collaborative action research (CAR) study, whereby an inclusive education research expert from the university worked on a mentoring plan with 5 purposefully selected teachers. Within CAR, data were collected in 4 stages, i.e., planning, observation, action, and reflection using group interpretative meetings, reflective diaries, discussions, observations, document analysis, and focus group interviews with 20 learners randomly selected from the classes taught by 5 pre-service teachers. Thematic content analysis was used to analyse these data. We make a case for mentoring as an evidence-based alternative to developing inclusive teaching practices among teachers.