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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/15197
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dc.contributor.authorNye, Adeleen
dc.contributor.authorFoskey, Roslynen
dc.contributor.authorEdwards, Helenen
dc.date.accessioned2014-06-05T14:08:00Z-
dc.date.issued2014-
dc.identifier.citationStudies in Continuing Education, 36(2), p. 132-146en
dc.identifier.issn1470-126Xen
dc.identifier.issn0158-037Xen
dc.identifier.urihttps://hdl.handle.net/1959.11/15197-
dc.description.abstractAs educators and lifelong learners, we were drawn together by the question: How have we fostered our own capacity for agency, self-efficacy and risk-taking in the research practices we utilize? This paper reveals a connectivity and enabling thread that has enriched our experiences within and across our disciplinary areas. In particular this paper articulates the value of metaphor as a conceptual tool as well as sharing insights and reflections on the workings of progressive integration into communities of practice.en
dc.languageenen
dc.publisherRoutledgeen
dc.relation.ispartofStudies in Continuing Educationen
dc.titleCollegial reflection on the meaning of metaphors in learning: Emerging theory and practiceen
dc.typeJournal Articleen
dc.identifier.doi10.1080/0158037X.2013.796921en
dc.subject.keywordsCurriculum and Pedagogyen
dc.subject.keywordsHigher Educationen
local.contributor.firstnameAdeleen
local.contributor.firstnameRoslynen
local.contributor.firstnameHelenen
local.subject.for2008130299 Curriculum and Pedagogy not elsewhere classifieden
local.subject.for2008130103 Higher Educationen
local.subject.seo2008930102 Learner and Learning Processesen
local.subject.seo2008930201 Pedagogyen
local.subject.seo2008930103 Learner Developmenten
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Educationen
local.profile.emailanye@une.edu.auen
local.profile.emailrfoskey@une.edu.auen
local.profile.emailhedward2@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20131105-091356en
local.publisher.placeUnited Kingdomen
local.format.startpage132en
local.format.endpage146en
local.identifier.scopusid84902684868en
local.peerreviewedYesen
local.identifier.volume36en
local.identifier.issue2en
local.title.subtitleEmerging theory and practiceen
local.contributor.lastnameNyeen
local.contributor.lastnameFoskeyen
local.contributor.lastnameEdwardsen
dc.identifier.staffune-id:anyeen
dc.identifier.staffune-id:rfoskeyen
dc.identifier.staffune-id:hedward2en
local.profile.orcid0000-0002-1603-2643en
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:15413en
local.identifier.handlehttps://hdl.handle.net/1959.11/15197en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleCollegial reflection on the meaning of metaphors in learningen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.search.authorNye, Adeleen
local.search.authorFoskey, Roslynen
local.search.authorEdwards, Helenen
local.uneassociationUnknownen
local.year.published2014en
local.subject.for2020390199 Curriculum and pedagogy not elsewhere classifieden
local.subject.for2020390303 Higher educationen
local.subject.seo2020160302 Pedagogyen
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