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The goal of this study was to find out how mentors and student teachers perceived practicum at Birzeit University. A convenience sample of mentors (103) and a random sample of student teachers (76) were selected to achieve this purpose. A valid and reliable questionnaire was administered to student teachers and mentors. The findings revealed that mentors have positive attitudes toward mentoring, and as a result of mentoring, they have begun to accept criticism from student teachers, as well as the ability to lead students’ discussion sessions and resolve difficult situations that may arise during the mentoring process. Mentoring, they said, might help them develop their professional development in a range of aspects, including planning, lesson delivery, and student assessment, particularly questioning and the use of authentic assessment. Mentoring also improved their knowledge of the subject matter and …