Leveraging the potential of third space faculty developers to foster individual and collective flourishing faculty professional identities in higher education
In the context of higher education, which is a complex environment of shifting landscapes, academic identity is perceived as being eroded, and new identities associated with hybrid roles abound. Flexible support mechanisms are needed to counter the destabilising effects of the recent erosion of tra...
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| Format: | Artigo |
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| Język: | Inglês |
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UCL Press
2024-06-01
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| Seria: | London Review of Education |
| Hasła przedmiotowe: | |
| Dostęp online: | https://journals.uclpress.co.uk/lre/article/pubid/LRE-22-19/ |
| Etykiety: |
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