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Teaching as if learning matters : pedagogies of becoming by next-generation faculty

Kearns, Katherine, editor.

Publisher:	Indiana University Press,
Pub date:	[2022]
Pages:	1 online resource (x, 364 pages) :
ISBN:	0253060680

	Keyano College Access (Unlimited Concurrent Users) from EBSCO Academic Collection King's University Access (Unlimited Concurrent Users) from EBSCO Academic Collection Lakeland College Access (Unlimited Concurrent Users) from EBSCO Academic Collection NorQuest College Access (Unlimited Concurrent Users) from EBSCO Academic Collection Red Deer Polytechnic Access (Unlimited Concurrent Users) from EBSCO Academic Collection University of Alberta Access (Unlimited Concurrent Users) from EBSCO Academic Collection MacEwan University Access (Unlimited Concurrent Users) from EBSCO Comprehensive Academic Collection Northwestern Polytechnic Access (Unlimited Concurrent Users) from EBSCO Comprehensive Academic Collection University of Alberta Access (Unlimited Concurrent Users) from JSTOR (Demand-Driven Acquisition Program)

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MacEwan University - Internet
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Keyano College Library
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The King's University Library
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Lakeland College - Internet
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NorQuest College Library
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Northwestern Polytechnic - Internet
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Red Deer Polytechnic Library
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University of Alberta - Internet
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Teaching as if learning matters : pedagogies of becoming by next-generation faculty
Kearns, Katherine, editor.

Title:	Teaching as if learning matters : pedagogies of becoming by next-generation faculty / edited by Jennifer Meta Robinson, Valerie Dean O'Loughlin, Katherine Kearns, and Laura Plummer.
Electronic access:	Keyano College Access (Unlimited Concurrent Users) from EBSCO Academic Collection
Electronic access:	King's University Access (Unlimited Concurrent Users) from EBSCO Academic Collection
Electronic access:	Lakeland College Access (Unlimited Concurrent Users) from EBSCO Academic Collection
Electronic access:	NorQuest College Access (Unlimited Concurrent Users) from EBSCO Academic Collection
Electronic access:	Red Deer Polytechnic Access (Unlimited Concurrent Users) from EBSCO Academic Collection
Electronic access:	University of Alberta Access (Unlimited Concurrent Users) from EBSCO Academic Collection
Electronic access:	MacEwan University Access (Unlimited Concurrent Users) from EBSCO Comprehensive Academic Collection
Electronic access:	Northwestern Polytechnic Access (Unlimited Concurrent Users) from EBSCO Comprehensive Academic Collection
Electronic access:	University of Alberta Access (Unlimited Concurrent Users) from JSTOR (Demand-Driven Acquisition Program)
Publication:	Bloomington, Indiana : Indiana University Press, [2022]
Copyright date:	©2022
Physical description:	1 online resource (x, 364 pages) : illustrations.
Content type:	text txt
Media type:	computer c
Carrier type:	online resource cr
Series Added Entry-U:	Scholarship of teaching and learning.
Subject term:	College teachers--Training of--United States.
Subject term:	Graduate students--Education--United States.
Subject term:	Universities and colleges--United States--Faculty.
Subject term:	Universités--États-Unis--Corps enseignant.
Bibliography note:	Includes bibliographical references and index.
Summary:	"Teaching is an essential skill in becoming a faculty member in any institution of higher education. Yet how is that skill actually acquired by graduate students? Teaching as if Learning Matters collects first-person narratives from graduate students and new PhDs that explore how the skills required to teach at a college level are developed. It examines the key issues that graduate students face as they learn to teach effectively when in fact they are still learning and being taught. Featuring contributions from over thirty graduate students from a variety of disciplines at Indiana University, Teaching as if Learning Matters allows these students to explore this topic from their own unique perspectives. They reflect on the importance of teaching to them personally and professionally, telling of both successes and struggles as they learn and embrace teaching for the first time in higher education"--
Series Statement:	(Scholarship of Teaching and Learning)
Added Entry-Personal:	Kearns, Katherine, editor.
Added Entry-Personal:	O'Loughlin, Valerie Dean, editor.
Added Entry-Personal:	Plummer, Laura, editor.
Added Entry-Personal:	Robinson, Jennifer Meta, 1962- editor.
ISBN:	0253060680 (epub)
ISBN:	0253060699 electronic book
ISBN:	9780253060686 (epub)
ISBN:	9780253060693 electronic book
ISBN:	(ISBN invalid)9780253060662 hardcover alkaline paper
ISBN:	(ISBN invalid)9780253060679 paperback alkaline paper
key:	9949125
LCCN:	2021045412

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