An Australian case for relational resilience. Building academic pathways in first year, preservice teacher education

Gilmore, Gwen ORCID: 0000-0001-7793-2867, Welsh, Scott ORCID: 0000-0001-9707-8557 and Loton, Daniel ORCID: 0000-0003-4106-0555 (2018) An Australian case for relational resilience. Building academic pathways in first year, preservice teacher education. Pedagogy, Culture and Society. ISSN 1468-1366

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This is the peer reviewed version of the article which has been published in final form. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions

Item type Article
URI https://vuir.vu.edu.au/id/eprint/38344
DOI https://doi.org/10.1080/14681366.2018.1522365
Official URL https://www.tandfonline.com/doi/full/10.1080/14681...
Subjects Historical > FOR Classification > 1303 Specialist Studies in Education
Current > Division/Research > College of Arts and Education
Keywords pedagogies; Australia; diploma of education; students; teacher education; higher education; psychological quality; relationships
Citations in Scopus 1 - View on Scopus
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