Australian social work academics’ perceptions of their teaching roles within higher education-Reference-Cited by-同舟云学术

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Australian social work academics’ perceptions of their teaching roles within higher education

Published:2016-12-07 Issue:5 Volume:36 Page:975-988
ISSN:0729-4360
Container-title:Higher Education Research & Development
language:en
Short-container-title:Higher Education Research & Development

Author:

Goldingay Sophie¹,Lamaro Haintz Greer¹,Ryan Juliana²,Hitch Danielle¹,Macfarlane Susie³

Affiliation:

1. School of Health and Social Development, Deakin University, Geelong, Victoria, Australia

2. School of Global, Urban and Social Studies, RMIT University, Melbourne, Victoria, Australia

3. School of Exercise and Nutrition Sciences, Deakin University, Burwood, Victoria, Australia

Funder

Deakin University Strategic Teaching and Learning Grant Scheme

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/07294360.2016.1263933

Reference26 articles.

1. Learning from the early adopters: developing the Digital Practitioner

2. The imagined and the real: identifying the tensions for academic identity

3. Using thematic analysis in psychology

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1. Mentoring social work adjunct educators: A collaborative autoethnography provides a blueprint for support;International Social Work;2023-11-23

2. Teaching Social Work Practice Skills: A Collaborative Autoethnography Identifying Key Practice Skills and Modes of Delivery in the Art of Social Work Practice;The British Journal of Social Work;2022-10-13

3. University leadership as engaged pedagogy: A call for governance reform;Journal of University Teaching and Learning Practice;2022-03-08

4. ‘Urn and Learn’: engagement and allyship in an introductory social work course;Social Work Education;2021-09-12

5. Promoting equity by illuminating academic roles and identities in teaching students from diverse backgrounds;Teaching in Higher Education;2020-12-08

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