A narrative study of the experience of feedback on a professional doctorate: ‘a kind of flowing conversation’
Author:
Affiliation:
1. Sheffield Institute of Education, Sheffield Hallam University, Sheffield, UK
Funder
Sheffield Hallam University
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/0158037X.2018.1526782
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1. A dialogical approach to conceptualizing teacher identity
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5. Professional Doctorates in England
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