Power and resistance in feedback during work-integrated learning: contesting traditional student-supervisor asymmetries

Rees, CE; Davis, C; King, Olivia; Clemans, A; Crampton, PES; Jacobs, N; McKeown, T; Morphet, J; Seear, K

Power and resistance in feedback during work-integrated learning: contesting traditional student-supervisor asymmetries

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posted on 2024-06-05, 09:44 authored by CE Rees, C Davis, Olivia KingOlivia King, A Clemans, PES Crampton, N Jacobs, T McKeown, J Morphet, K Seear

Power and resistance in feedback during work-integrated learning: contesting traditional student-supervisor asymmetries

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DOI - Is version of https://doi.org/10.1080/02602938.2019.1704682

Location

London, Eng.

Language

English

Author URL

http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000504606700001&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=a045e4b2bb1f2b747c68c720ec8913b7

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C1.1 Refereed article in a scholarly journal

Journal

Assessment and Evaluation in Higher Education

Volume

45

Pagination

1136-1154

ISSN

0260-2938

eISSN

1469-297X

Issue

8

Publisher

Taylor & Francis

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Keywords

ACTS DISCOURSE DYNAMICS Education & Educational Research EXPERIENCES Feedback HIGHER-EDUCATION narratives PERCEPTIONS power resistance SCHOOL Social Sciences work-integrated learning 3902 Education policy, sociology and philosophy 3903 Education systems 3904 Specialist studies in education

Power and resistance in feedback during work-integrated learning: contesting traditional student-supervisor asymmetries

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