Abstract
<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>Mentoring is an approach utilized by many professions because it has been deemed to be advantageous, most notably for entry-level practitioners, those in search of career advancement, and students engaged in service learning. </span><span>Research exploring elements that inform meaningful mentor/ </span><span>protégé relationships in the Canadian childcare sector is, however, lacking. This qualitative research study seeks to </span><span>unearth attributes that influence a formal mentor/protégé experience. Fourteen professionals participated in a one-year </span><span>program in Ontario. Applied thematic analysis was employed </span><span>to explore journals, focus group discussion transcripts, and researcher field notes. Predominant themes uncovered include </span><span>structures that support the pairing, reciprocity, outcomes, goals and motivators, and recommendations for delivery of future mentor/protégé programs. </span></p></div></div></div></div>
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