A learner developer perspective: critiquing dominant practices and cultures within university spaces
This commentary reflects my evolving understanding of the problematic nature of identity and how this relates to notions of professional identity for those in learning development (LD) roles who engage with and produce research. If identity is, as Quinn (2010) asserts, boundary-less, and experience...
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| Formato: | article |
| Lenguaje: | EN |
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Association for Learning Development in Higher Education (ALDinHE)
2018
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| Acceso en línea: | https://doaj.org/article/f6f7bd2a5edd44abad827744d1ed4d38 |
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