An interpretative phenomenological analysis of the barriers to the use of humour in the teaching of childhood studies

Research output: Contribution to journalArticlepeer-review

Original languageEnglish
Pages (from-to)45-52
Number of pages8
JournalJournal of Perspectives in Applied Academic Practice
Volume5
Issue number2
Publication statusPublished - 10 May 2017
Externally publishedYes

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