Mumo, RosaliaMwangangi, LeonardWarfa, Ahmed OsmanOndigi, SamsonBwire, Adelheid2024-05-062024-05-062024Mumo, R., Mwangangi, L., Warfa, A. O., Ondigi, S., & Bwire, A. (2024). Opportunities and Challenges in Developing the 21st Century Teacher: Case of Kenyatta University Mentorship Programme in Matungulu Sub-County, Machakos County-Kenya. Journal of African Interdisciplinary Studies, 8(4), 24-36.https://ir-library.ku.ac.ke/handle/123456789/27838ArticleThe purpose of this study was to identify the opportunities and challenges arising from Kenyatta University Mentorship programme in developing the 21st century teacher Practicum in Matungulu Sub County, Machakos County. In the 21stCentury, there is need to refocus the training of the teacher by shifting emphasis from training to preparing the teacher to be an educator of the 21st Century learner and not just an educator but a super educator. The study was guided by three objectives: To identify teacher preparation opportunities arising from Kenyatta University mentorship programme. To investigate challenges associated with teacher mentorship programme. To establish training strategies that can be used for the preparation of the 21stCentury teacher. The study adopted a descriptive survey research design. The data was generated using opinions from Kenyatta University Student Teachers who were undertaking their teaching practice in Matungulu Sub County and their Teacher mentors. They were chosen using purposive sampling .12 Student teachers were chosen for the study which constituted 30%of the target population. Alternatively, 5 teacher mentors were interviewed. Test-re-test method was used to test reliability and this was done during piloting stage which was carried in one school. The Data was collected using self-designed questionnaires for student teachers and interview guide for the teacher mentors which was administered by the researchers. Data was analyzed using descriptive Statistics that was generated by Statistical Package for social sciences (SPSS Ver 2.0) The study findings were reported using descriptive statistics, percentages and tables. The findings of the study revealed that Kenyatta university mentorship programme was an innovative and collaborative way of assessing student teachers, it was an opportunity to enhance professional growth and development of the student -teacher. The mentorship programme was cost effective; however, it had the challenges of inadequate incentives for the mentor, awarding high schools to the mentee which did not reflect the reality of their performance in the class therefore needing moderation. The study concluded that professionalism on the part of the mentor and mentee was an issue of concern as it had raised many issues. The Study recommended that all stakeholders and universities be sensitized on the importance of Mentorship programme.en21st Century TeacherMentorshipMentorMenteeMachakosKenyaArticle