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Positioning Theory as Methodology: Understanding Teachers' Perceptions of their Agency

dc.contributor.authorRochette, E
dc.contributor.authorRedman, C
dc.contributor.authorCHANDLER, P
dc.contributor.editorWhite, PJ
dc.contributor.editorTytler, R
dc.contributor.editorFergusen, J
dc.contributor.editorCripps Clark, J
dc.date.accessioned2021-01-24T23:58:52Z
dc.date.available2021-01-24T23:58:52Z
dc.date.issued2020-09-16
dc.identifier.citationRochette, E., Redman, C. & CHANDLER, P. (2020). Positioning Theory as Methodology: Understanding Teachers' Perceptions of their Agency. White, PJ (Ed.). Tytler, R (Ed.). Fergusen, J (Ed.). Cripps Clark, J (Ed.). Methodological Approaches to STEM Education Research Volume 1, (1), pp.108-132. Cambridge Scholars Publishing.
dc.identifier.isbn1-5275-5551-8
dc.identifier.urihttp://hdl.handle.net/11343/258801
dc.publisherCambridge Scholars Publishing
dc.titlePositioning Theory as Methodology: Understanding Teachers' Perceptions of their Agency
dc.typeChapter
melbourne.affiliation.departmentMelbourne Graduate School of Education
melbourne.source.titleMethodological Approaches to STEM Education Research Volume 1
melbourne.source.pages108-132
melbourne.elementsid1465772
pubs.edition1
pubs.publisher-urlhttps://www.cambridgescholars.com/product/978-1-5275-5551-8
melbourne.contributor.authorRochette, Emily
melbourne.accessrightsThis item is currently not available from this repository


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