Professional development through collaborative action research for early career academics - a collaborative auto-ethnography during the COVID-19 pandemic-Reference-Cited by-同舟云学术

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Professional development through collaborative action research for early career academics - a collaborative auto-ethnography during the COVID-19 pandemic

Published:2024-03-31 Issue: Volume: Page:1-17
ISSN:0965-0792
Container-title:Educational Action Research
language:en
Short-container-title:Educational Action Research

Author:

Li Dongmei¹^ORCID,Bliss Lauren¹^ORCID,Henderson Laura¹,Clark Paige¹

Affiliation:

1. Faculty of Arts, University of Melbourne, Parkville, Australia

Funder

The university of Melbourne Faculty of Arts Early Career Academic Committee Grant 2021

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/09650792.2024.2333911

Reference46 articles.

1. Joint autoethnography of teacher experience in the academy: exploring methods for collaborative inquiry

2. Arnold L. 2015. “Action Research for Higher Education Practitioners: A Practical Guide.” https://lydiaarnold.files.wordpress.com/2015/02/action-research-introductory-resource.pdf.

3. Problematising pedagogical action research in formal teaching courses and academic development: a collaborative autoethnography

4. Ashwin, P., D. Boud, S. Calkins, K. Coate, F. Hallett, G. Light, K. Luckett, J. McArthur, I. MacLaren, and M. McLean. 2020. Reflective Teaching in Higher Education. Bloomsbury Academic.

5. The Australian Research Council. 2015. Eligibility and Career Interruptions Statement. Australian Research Council. https://www.arc.gov.au/policies-strategies/policy/eligibility-and-career-interruptions-statement.

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