Roya Fathalizadeh, Mirka Koro, Carol A. Taylor, Karin Murris, Candace R. Kuby, Viv Bozalek, Ania Dopierala
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引用次数: 0
Abstract
The purpose of this article is to explore how teachers, scholars, and mentors teach postqualitatively in diverse ways. Teaching postqualitatively does not easily conform with the delivery of set learning outcomes nor does it seek to measure learner progress or teaching quality in prescriptive and traditional ways. Rather, this kind of teaching could be seen as the task of the impossible and calls for the curious seeker and infinite learner, resembling art, craft, and creation. The more we attempt to describe and articulate how we have in the past, through literature and collective experiences, and how we could teach postqualitative research in the future, the more the inquiry practices and learning assemblages escape and disappear. We wonder what collective affects and practices are associated with teaching and learning postqualitatively and what speculative postqualitative practices of the futures may produce.
期刊介绍：
Accounts of Chemical Research presents short, concise and critical articles offering easy-to-read overviews of basic research and applications in all areas of chemistry and biochemistry. These short reviews focus on research from the author’s own laboratory and are designed to teach the reader about a research project. In addition, Accounts of Chemical Research publishes commentaries that give an informed opinion on a current research problem. Special Issues online are devoted to a single topic of unusual activity and significance.
Accounts of Chemical Research replaces the traditional article abstract with an article "Conspectus." These entries synopsize the research affording the reader a closer look at the content and significance of an article. Through this provision of a more detailed description of the article contents, the Conspectus enhances the article's discoverability by search engines and the exposure for the research.
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