Synopsis
This edited book examines the concept of researcher independence and its various strands and manifestations using the conceptual lens of the hidden curriculum. Contributions highlight, discuss and exemplify the instrumental and formational roles played by the hidden curriculum in promoting and facilitating doctoral scholars’ researcher independence. Contributing to limited scholarly resources on the hidden curriculum, the book stimulates debate concerning its pragmatic and theoretical importance, particularly in pursuit of researcher independence. Including first-hand examples from doctoral scholars, doctoral supervisors, researcher developers and institutional leaders, the book will appeal to doctoral scholars, researchers and students working in the areas of doctoral education, curriculum and pedagogical practices, doctoral supervision, mentoring and coaching, researcher education, learning and development and educational leadership.
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About the Author
Dely L. Elliot is Senior Lecturer at the University of Glasgow, UK.
Søren S. E. Bengtsen is Associate Professor at Aarhus University, Denmark.
Kay Guccione is Head of Researcher Development at the University of Glasgow, UK.
From the Back Cover
This edited book examines the concept of researcher independence and its various strands and manifestations using the conceptual lens of the hidden curriculum. Contributions highlight, discuss and exemplify the instrumental and formational roles played by the hidden curriculum in promoting and facilitating doctoral scholars’ researcher independence. Contributing to limited scholarly resources on the hidden curriculum, the book stimulates debate concerning its pragmatic and theoretical importance, particularly in pursuit of researcher independence. Including first-hand examples from doctoral scholars, doctoral supervisors, researcher developers and institutional leaders, the book will appeal to doctoral scholars, researchers and students working in the areas of doctoral education, curriculum and pedagogical practices, doctoral supervision, mentoring and coaching, researcher education, learning and development and educational leadership.
Dely L. Elliot is SeniorLecturer at the University of Glasgow, UK.
Søren S. E. Bengtsen is Associate Professor at Aarhus University, Denmark.
Kay Guccione is Head of Researcher Development at the University of Glasgow, UK.
"About this title" may belong to another edition of this title.
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Buch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This edited book examines the concept of researcher independence and its various strands and manifestations using the conceptual lens of the hidden curriculum. Contributions highlight, discuss and exemplify the instrumental and formational roles played by the hidden curriculum in promoting and facilitating doctoral scholars' researcher independence. Contributing to limited scholarly resources on the hidden curriculum, the book stimulates debate concerning its pragmatic and theoretical importance, particularly in pursuit of researcher independence. Including first-hand examples from doctoral scholars, doctoral supervisors, researcher developers and institutional leaders, the book will appeal to doctoral scholars, researchers and students working in the areas of doctoral education, curriculum and pedagogical practices, doctoral supervision, mentoring and coaching, researcher education, learning and development and educational leadership. 316 pp. Englisch. Seller Inventory # 9783031428746
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Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Connects the dots between growing interest in the hidden curriculum and doctoral educationFacilitates development of researcher agency, a positive research culture and good mental health and wellbeingPromotes a more meaningful experience fo. Seller Inventory # 959198655
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Buch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -This edited book examines the concept of researcher independence and its various strands and manifestations using the conceptual lens of the hidden curriculum. Contributions highlight, discuss and exemplify the instrumental and formational roles played by the hidden curriculum in promoting and facilitating doctoral scholars¿ researcher independence. Contributing to limited scholarly resources on the hidden curriculum, the book stimulates debate concerning its pragmatic and theoretical importance, particularly in pursuit of researcher independence. Including first-hand examples from doctoral scholars, doctoral supervisors, researcher developers and institutional leaders, the book will appeal to doctoral scholars, researchers and students working in the areas of doctoral education, curriculum and pedagogical practices, doctoral supervision, mentoring and coaching, researcher education, learning and development and educational leadership.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 316 pp. Englisch. Seller Inventory # 9783031428746
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