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LITERATURE REVIEW
Research on mentoring in science education: A bibliometric analysis
1
Department of Pedagogy of Higher Education, Kazan (Volga region) Federal University, Kazan, RUSSIA
2
Federal Scientific Center for Psychological and Interdisciplinary Research, Moscow, RUSSIA
3
Department of Humanities, Financial University under the Government of the Russian Federation, Moscow, RUSSIA
4
Institute of Pharmacy named after A.P. Nelyubina, I.M. Sechenov First Moscow State Medical University (Sechenov University), Moscow, RUSSIA
Publication date: 2024-01-16
EURASIA J. Math., Sci Tech. Ed 2024;20(1):em2391
KEYWORDS
ABSTRACT
Mentoring plays a crucial role in the professional development of science teachers by providing
invaluable career-long support, guidance, and resources. Numerous prior studies have
emphasized the significance of mentoring for the professional development of beginning and
experienced science teachers. This study analyzed articles published in Scopus-indexed, peer-reviewed journals on STEM mentoring. Based on the inclusion and exclusion criteria, 67 articles
were chosen for analysis. The data were analyzed using VOSviewer software. According to the
results, almost half (n=33) of the journal articles indexed in the database were published between
2019 and 2022. The articles with the most citations were published between 2012 and 2015.
Journal of Science Education and Technology had the most citations on mentoring. Most research
has been conducted in developed countries such as the United States, Australia, and Germany.
The United States has performed the most mentoring research. Rockinson-Szapkiw, Wendt, and
Mondisa are the authors who published the most mentoring-related articles. In addition,
mentoring, STEM, women, higher education, and science education were the most frequently used
keywords. The co-citation analysis of the cited sources yielded two distinct clusters, one of which
consisted of a comprehensive evaluation and synthesis of research works focusing on mentorship
and practices at the undergraduate level. Our co-citation study of published sources resulted in
the categorization of the 13 sources into three distinct clusters.
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