Transforming teaching through cooperative inquiry: meaningful research for university teachers-Reference-Cited by-同舟云学术

Transforming teaching through cooperative inquiry: meaningful research for university teachers

Published:2024-07-08 Issue: Volume: Page:1-21
ISSN:0965-0792
Container-title:Educational Action Research
language:en
Short-container-title:Educational Action Research

Author:

Green Jennifer K.¹,Napan Ksenija²^ORCID,Jülich Shirley J.²^ORCID,Stent Warwick J.³^ORCID,Thomas Judith A.⁴^ORCID,Lee Debora J.⁵^ORCID,Green Malcolm D.⁶^ORCID

Affiliation:

1. School of Nursing, Massey University, Auckland, New Zealand

2. School of Social Work, Massey University, Auckland, New Zealand

3. School of Accountancy, Massey University, Auckland, New Zealand

4. Department of Exercise Sciences, University of Auckland, Auckland, New Zealand

5. Student Experience, Massey University, Auckland, New Zealand

6. School of Communication Journalism and Marketing, Massey University, Auckland, New Zealand

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/09650792.2024.2374745

Reference44 articles.

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2. Anderson, L. W., B. S. Bloom, and D. R. Krathwohl. 2001. “A Taxonomy for Learning, Teaching, and assessing : A Revision of Bloom’s Taxonomy of Educational Objectives. New York, NY: Longman.

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

4. Biggs S. 1997. “Teaching Across and within Cultures: The Issue of International Students.” Paper Presented at the Learning and Teaching in Higher Education: Advancing International Perspectives. Adelaide.

5. Teaching circles: a way forward for part-time teachers in higher education?