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Download full textDhungana, Parbati – International Journal of Multidisciplinary Perspectives in Higher Education, 2021
Critical 'self' (i.e. dualist or egoist I) reflection seems insufficient in the context of Nepali university education, particularly in the process of transformative professional development. Therefore through this paper, I argue that a "critical-appreciative approach contributes to my professional development." Assuming 'Self' (i.e.…
Descriptors: Transformative Learning, Faculty Development, Professional Development, Higher Education
