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PRACTICE
Contemporary Issues in Practitioner Education
Volume 4, 2022 - Issue 1
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Research Article

Exploring the impact of expert guidance from school-based mentors on student teachers’ professional learning

Colin ForsterUniversity of Gloucestershire, Cheltenham, UKCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-5896-1491
ORCID Icon,
Tracey WireUniversity of Gloucestershire, Cheltenham, UKORCID Iconhttps://orcid.org/0000-0001-6813-8872
ORCID Icon,
Rachel EperjesiUniversity of Gloucestershire, Cheltenham, UKORCID Iconhttps://orcid.org/0000-0002-7670-7841
ORCID Icon,
Ruth HollierUniversity of Gloucestershire, Cheltenham, UKORCID Iconhttps://orcid.org/0000-0001-5924-5991
ORCID Icon,
Emma HowellUniversity of Gloucestershire, Cheltenham, UKORCID Iconhttps://orcid.org/0000-0001-8086-1879
ORCID Icon &
Jude PennyUniversity of Gloucestershire, Cheltenham, UKORCID Iconhttps://orcid.org/0000-0002-4370-4062
ORCID Icon
Pages 56-66 | Received 22 Jul 2021, Accepted 21 Oct 2021, Published online: 13 Nov 2021

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