SUMMARY
Mentors are expected to create an environment in which prospective employees can be trained to be productive and be able to excel when employed. The personal one-on-one mentoring is especially beneficial for potential employees, such as student teachers, to close the gap between theory they are exposed to at higher education institutions (HEIs) and teaching practice in schools. Motivated school mentors are expected to provide student teachers with work- integrated learning (WIL) skills of a high standard, particularly since these mentors are expected to be models of professionalism for the student teachers to emulate.The aim of the study was to investigate whether the one-year Postgraduate Certificate in Education (PGCE) qualification at HEIs adequately develops the WIL skills of student teachers. Therefore, the objectives of the study were to ascertain the relationship between the theoretical knowledge provided by the PGCE curriculum and the development of WIL skills of student teachers in the schools and to determine the perceptions of school mentors of the PGCE to develop the WIL skills of student teachers. The target population for this quantitative study was school mentors of PGCE student teachers. Data were obtained by means of a structured questionnaire for the mentors. It was evident in this study that mentors were well-trained to develop the WIL skills of their prot. The findings of this research, therefore, support the hypothesis that school mentors make a significant contribution to the development of the WIL skills of student teachers in the PGCE programme.