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A key concern for preservice teachers is classroom management, including student behaviour management, which also has been a factor associated with teachers leaving the profession within the first five years. This study investigates the mentoring practices used to guide the mentee's classroom management. Using multiple data sources (e.g., lesson plans, preservice teacher reflections, mentor reports, and video and audio-recorded interviews), this case study uses a five-factor mentoring frameworkdoi:10.14221/ajte.2011v36n8.4 fatcat:gdi2mfek6rby7irccqfjvh3g4y