ABSTRACT
This chapter provides a review of the literature related to the mentoring of preservice teachers that has been published since the Second International Handbook of Science Education. Themes emerging from the literature include new lenses for framing the work of mentors, an increase of the use of tools to support mentoring interactions, alternative models for mentoring that diverge from the traditional mentor-mentee dyad, and an increasing recognition of the importance of context on the work of mentors. Studies are discussed from a variety of fields that shed light on the themes of interest in this review. The chapter concludes with a discussion of additional research which would further knowledge in the field, including a call for additional research on professional development for mentors and the need for long-term studies of mentoring.
