This article supports teachers to think about their students’ acts of learning, as well as their own as teachers. It draws on research about young adults’ most profound learning during their apprenticeships, cadetships, and vocational immersion programmes. The experiences of GP registrars, carpentry apprentices, and engineering technician cadets, and the perspectives of their workplace teachers and mentors, provide insights about how people can move through a kind of portal to a new level of understanding and capability.
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