Abstract
Deciphering teachers’ paths to their disciplinary professional identities can make important elements of their tacit knowledge explicit and available to their students.
Bibliographic data
MacDonald, R. (2017), Intuitions and Instincts: Considerations for Decoding Disciplinary Identities. Teaching and Learning, 2017: 63-74. https://doi.org/10.1002/tl.20238
