Abstract
As increasing numbers of academics align their practice with the UK Professional Standards Framework (UKPSF), there is a growing requirement for them to engage with pedagogical research in higher education and become what Weller (2011) calls ‘scholarly teachers’. Trowler (2013) has demonstrated that most of this research employs qualitative social science methods.
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Benske, K., Cunningham, C., Ellis, S. (2016). The Metanoia of Teaching. In: Smith, J., Rattray, J., Peseta, T., Loads, D. (eds) Identity Work in the Contemporary University. Educational Futures: Rethinking Theory and Practice, vol 1. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-310-0_14
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DOI: https://doi.org/10.1007/978-94-6300-310-0_14
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