This scoping review aims to deepen the understanding and knowledge of tools used in mentoring pre-service teachers during practicum. Thirty qualitative, quantitative and multi-method studies were included. Three categories of tools emerged in the analysis: technological, discursive and epistemic. The impact of tools on preservice teachers' professional development is investigated through four domains that constitutes the preservice teachers' professional learning (Clarke & Hollingsworth, 2002). Findings show that tools used in mentoring has great potential for boosting preservice teachers' reflections about teaching and learning. The review stresses the importance of a structured and holistic approach to mentoring pre-service teachers.