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    Being and becoming a university teacher

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    Being and becoming a university teacher.pdf (1.462Mb)
    Date
    2017
    Author
    McMillan, Wendy
    Gordon, Natalie
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    Abstract
    This study examined how one academic framed the enablements and constraints to her project of being and becoming an academic. Complexity facilitated reflection in that it provided a visual representation of data, which was used to generate a concept map, which represented as equal all the component parts of her landscape. Five spaces with emancipatory potential to assist the academic in her professional development emerged, namely: communities of practice, academic freedom, position statements, development opportunities and a supportive environment. Rather than suggesting any generalisability in the findings, the authors argue that the significance of this study is theoretical and methodological.
    URI
    http://hdl.handle.net/10566/5309
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    • Research Articles (Education) [60]

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