Abstract
Practicum in pre-service teacher education offers ample opportunities for developing a practical conception of teaching and learning. Yet it may also promote further worry for pre-service teachers if not sufficiently resourced and carefully structured. This chapter intended to delve into practical implications of reciprocal peer mentoring in practicum. Placing onus on restructuring the traditional mentoring model currently used in most pre-service teacher education programs, this chapter postulated that integration of reciprocal peer mentoring with systematic opportunities for peer conference and peer observation might be a viable suggestion to resolve the perceived shortcomings in practicum. Moreover, this chapter proposed that apart from gradual transition to full-fledged teaching, an earlier onset of teaching practices shaped by periodic rotations in teaching practices might help to maximize contributions of engagement in practicum experiences.
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