Being “In and Out”: Providing Voice to Early Career Women in by Narelle Lemon, Susanne Garvis (eds.)

By Narelle Lemon, Susanne Garvis (eds.)

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Extra info for Being “In and Out”: Providing Voice to Early Career Women in Academia

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At the same time, there are professional challenges. At present I have had no teaching role. Perhaps due to miscommunication during my interview or simply 39 A. HILTON indicative of a different system, it was not until I arrived that I discovered that teacher training does not occur in universities in Denmark.

Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, CA: Jossey-Bass. Clandinin, D. , Downey, C. , & Huber, J. (2009). Attending to changing landscapes: Shaping the interwoven identities of teachers and teacher educators. Asia-Pacific Journal of Teacher Education, 37(2), 141–154. , & Mallon, M. (2004). Social constructionism in the study of career: Accessing the parts that other approaches cannot reach. Journal of Vocational Behavior, 64(3), 407–422.

Sydney, New South Wales: Australian Government Office for Learning and Teaching. Stenova, N. (2009). What do the early career women academics and researchers expect from the implementation of the academic mentoring programme in Bulgaria? , & Davies, A. (2002) Gender and new public management: Reconstituting academic subjectivities. Gender, Work and Organization, 9(4), 372–397. Tynan, B. , & Garbett, D. L. (2007). Negotiating the university research culture: Collaborative voices of new academics.

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