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Many teacher education institutions across the globe are revamping their teacher preparation program from conventional to non-conventional such that advanced professional learning opportunities are highly embedded in the initial-preservice teacher program. This investigation aims to explore the underlying challenges and opportunities encountered by the intern teachers on pair teaching during their teaching practice sessions at the Integrated Laboratory School of Cebu Normal University. Participants (n = 12) comprising female intern teachers were made to respond to a qualitative questionnaire with open-ended questions. Using the content analysis method, the analyses of texts unveiled explicit opportunities for contextualizing pedagogical and theoretical competence while building essential skills of the intern teachers with the pragmatic and punctilious guidance of practice mentors. However, a bottleneck stemmed primarily from a triad-pedagogical partnership such as teaching beliefs and personality differences, practice mentors’ expectations, and conflicting time and schedule that could potentially encourage intern teachers’ career adaptability in the future. The challenges and opportunities unearthed from this qualitative study, suggest for a careful rethinking of what comprises effective mentoring and coaching program hinting to incite discussions for the enhancement of current mentoring practices.
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