Mentoring among Teachers: A Review of the Literature

Abstract

The mentoring literature is beginning to expand because of increased interest in teacher induction programs. In this arti cle, Galvez-Hjornevik reviews some of the most significant studies of the past decade, and she identifies the salient characteristics of successful mentor-pro tégé relationships. Based on data drawn from the aeraidable literature, the author suggests that the mentoring relation ship be voluntary and that age and gen der factors be considered before men tor-protégé pairs are established. Further, she argues that educators, and particularly teacher educators, make use of knowledge derived from other disci plines and fields in their efforts to design induction programs for new teachers.

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