Becoming an Educational Developer: A Canadian University Perspective
This study sought to understand how individuals come to be educational developers, specifically, their individual and collective journeys toward entry to the profession, the drivers and conditions that shape developer pathways, a sense of how practitioners characterize their developer role and conce...
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| Language: | en_ca |
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2011
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| Online Access: | http://hdl.handle.net/1807/31860 |
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