Validity through Dialogue
Barbara Cambridge
Teaching & Learning Inquiry: The ISSOTL Journal · 2013
doi:10.20343/teachlearninqu.1.1.19 (opens in a new tab)
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Abstract
Teaching & Learning Inquiry takes responsibility for engaging in what Senge (2006) calls “reflective openness,” encouraging a range of appropriate epistemologies to study teaching and learning. The journal, like its parent organization, embodies the role of “intermediary” through the practice of continual examination of ideas and the provisions of “stability, expert depth, and fieldwide reach” (Bacchetti & Ehrlich, 2006) for the Scholarship of Teaching and Learning.
Abstract licence: CC BY-NC
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