The study interrogates the competencies of school-based mentors in inculcating learner-centred teaching skills through technology-based pedagogies. The study employed a participatory qualitative approach to collect, present and analyse data. Use of the qualitative approach allowed for deep insights into the nuances and complexities of the lived experiences of student teachers on teaching practice. Data were collected through in-depth interviews and observation. The evolution of pedagogical and curriculum delivery approaches from traditional classroom practice to child-centred virtual learning approaches through Information Technology (ICT) has brought with it a myriad of challenges for teacher education systems in developing nations like Zimbabwe. The study established that school-based mentors struggle with technology-based pedagogies and yet they are expected to guide student teachers on teaching practice on how to teach using modern technologies. In some cases, mentors are not even aware of the 21st-century e-learning models like the flipped classroom, shared whiteboard or the blackboard among others. At schools where students are attached, there is hardly any requisite ICT infrastructure. Lack of ICT competencies by school-based mentors and the absence of ICT infrastructure in schools creates a disjuncture that culminates in a pedagogical mismatch. Against this backdrop, the study proposes a call for in-service training for all teachers who lack ICT competences.