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Teacher Development
An international journal of teachers' professional development
Volume 24, 2020 - Issue 4
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Article

Using action learning to support mobile pedagogies: the role of facilitation

Damian MaherSTEM Education Futures Research Centre, University of Technology Sydney, Sydney, AustraliaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-3566-0805View further author information
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Sandy SchuckSTEM Education Futures Research Centre, University of Technology Sydney, Sydney, AustraliaORCID Iconhttps://orcid.org/0000-0001-7482-0480View further author information
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Pages 520-538 | Received 20 Nov 2018, Accepted 05 May 2020, Published online: 15 Sep 2020

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Read on this site (2)

Hessa Al-Thani, Youmen Chaaban & Xiangyun Du. (2023) Factors influencing discipline-specific facilitators’ roles in a multi-tiered professional learning programme in higher education. Research in Post-Compulsory Education 28:3, pages 530-549.
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Na Li, Qian Wang, Jiajun Liu & Victoria J. Marsick. (2022) Improving interdisciplinary online course design through action learning: a chinese case study. Action Learning: Research and Practice 19:1, pages 49-64.
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Articles from other publishers (1)

O.M. Ventista & C. Brown. (2023) Teachers’ professional learning and its impact on students’ learning outcomes: Findings from a systematic review. Social Sciences & Humanities Open 8:1, pages 100565.
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