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Abstract

Mentoring requires careful structuring, thorough preparation, and continual monitoring along with a willingness to look inward to confront the elusive issues of identity, empathy, morality, and emotion.

Author Biography

Kami Patrizio is an assistant professor in the Department of Instructional Leadership and Professional Development at Towson University. Her research interests include reflective practice, professional development and school improvement. Her work has been published in Qualitative Research (2009), and Teacher Education Yearbook XVII: Teacher Learning in Small Group Settings (Association of Teacher Educators and Rowman & Littlefield, 2009).

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