How teachers construct their identity in higher professional education

A grounded theory study based on dialogical self theory and pattern language

R.C. Vandamme

    Research output: Thesis › Doctoral Thesis › Scientific

    1181 Downloads (Pure)
    Original languageEnglish
    QualificationDoctor of Philosophy
    Awarding Institution
    • Tilburg University
    Supervisors/Advisors
    • van Dijk, G.M., Promotor, External person
    • Rijsman, John, Promotor
    Award date24 Jun 2014
    Publication statusPublished - 24 Jun 2014

    Cite this

    Vandamme, R.C.. / How teachers construct their identity in higher professional education : A grounded theory study based on dialogical self theory and pattern language. 2014. 342 p.
    @phdthesis{168eda7f93094f818fa0c11be269d32b,
    title = "How teachers construct their identity in higher professional education: A grounded theory study based on dialogical self theory and pattern language",
    author = "R.C. Vandamme",
    year = "2014",
    month = "6",
    day = "24",
    language = "English",
    school = "Tilburg University",

    }

    Vandamme, RC 2014, 'How teachers construct their identity in higher professional education: A grounded theory study based on dialogical self theory and pattern language', Doctor of Philosophy, Tilburg University.

    How teachers construct their identity in higher professional education : A grounded theory study based on dialogical self theory and pattern language. / Vandamme, R.C.

    2014. 342 p.

    Research output: Thesis › Doctoral Thesis › Scientific

    TY - THES

    T1 - How teachers construct their identity in higher professional education

    T2 - A grounded theory study based on dialogical self theory and pattern language

    AU - Vandamme, R.C.

    PY - 2014/6/24

    Y1 - 2014/6/24

    M3 - Doctoral Thesis

    ER -

    Vandamme RC. How teachers construct their identity in higher professional education: A grounded theory study based on dialogical self theory and pattern language. 2014. 342 p.

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