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In this monograph we bring together three different studies about mentoring across the physical education profession. Throughout this issue we use the terms mentor and protégé to describe the individuals involved in mentoring relationships. Generally, mentors are wise and trusted guides and advisors, and protégés are the people who receive career support, protection, and advocacy. Given the complex and challenging nature of educatorsʼ work, the notion that educators in various settings and career paths should have mentors to guide them through skill development and workplace management has become increasingly accepted. Mentoring has generally been perceived as a positive relationship that enhances the lives of protégés (Smith & Ingersoll, 2004). The extent to which mentors are meaningfully engaged in the mentoring process might have a signifi cant impact on the retention of a protégé and/or the success of a program. The mentoring process extends far beyond merely supporting new teachers. It includes a way of thinking about the overall recruitment, support, and retention of educators across all types and stages of careers and types of institutions for the purpose of supporting educators in the face of the increasing demands and changing climate of education.

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