Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/373
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dc.contributor.authorFincher, Sally
dc.contributor.authorDziallas, Sebastian
dc.contributor.authorBrandes, Ofra
dc.contributor.authorKolikant, Yifat Ben-David
dc.contributor.authorShapiro, R. Benjamin
dc.date.accessioned2017-06-19T11:36:40Z
dc.date.accessioned2017-06-19T09:43:11Z-
dc.date.available2017-06-19T11:36:40Z
dc.date.available2017-06-19T09:43:11Z-
dc.date.issued2016-07
dc.identifier.citationFincher, S., Dziallas, S., Brandes, O., Kolikant, Y. B., & Shapiro, R. B. (2016). Negotiating Academic Communities: Narratives of Life-long Learners In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2. Singapore: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://repository.isls.org/handle/1/373-
dc.identifier.urihttps://doi.dx.org/10.22318/icls2016.166
dc.description.abstractWe bring together three case studies in computer science and engineering which were launched for the same purpose: to understand what participants – students, high-school teachers, and university teachers – considered themselves to be significant in their pursuit of professional growth and what empowered and disempowered them. All three studies use narrative methods, although in different ways. The studies share two findings: (a) participants were engaged in processes of becoming or being life-long learners, and (b) the importance of community in their narratives.en_US
dc.language.isoenen_US
dc.publisherSingapore: International Society of the Learning Sciencesen_US
dc.titleNegotiating Academic Communities: Narratives of Life-long Learnersen_US
dc.typeBook chapteren_US
Appears in Collections:ICSL 2016

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