{"title":"后记","authors":"Sara Hattersley","doi":"10.31273/jppp.vol1.2021.936","DOIUrl":null,"url":null,"abstract":"In this afterword, I reflect on my involvement in one element of Warwick’s pandemic contingency work and how PGR tutors made a significant contribution. I consider this in light of the pieces in this inaugural JPPP issue, looking at what this tells us about the value of working with postgraduate researchers who teach, with reference to recent activities, events and surveys and through the lens of persistence in learning.","PeriodicalId":142586,"journal":{"name":"Journal of PGR Pedagogic Practice","volume":"58 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Afterword\",\"authors\":\"Sara Hattersley\",\"doi\":\"10.31273/jppp.vol1.2021.936\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In this afterword, I reflect on my involvement in one element of Warwick’s pandemic contingency work and how PGR tutors made a significant contribution. I consider this in light of the pieces in this inaugural JPPP issue, looking at what this tells us about the value of working with postgraduate researchers who teach, with reference to recent activities, events and surveys and through the lens of persistence in learning.\",\"PeriodicalId\":142586,\"journal\":{\"name\":\"Journal of PGR Pedagogic Practice\",\"volume\":\"58 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-11-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of PGR Pedagogic Practice\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.31273/jppp.vol1.2021.936\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of PGR Pedagogic Practice","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.31273/jppp.vol1.2021.936","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
In this afterword, I reflect on my involvement in one element of Warwick’s pandemic contingency work and how PGR tutors made a significant contribution. I consider this in light of the pieces in this inaugural JPPP issue, looking at what this tells us about the value of working with postgraduate researchers who teach, with reference to recent activities, events and surveys and through the lens of persistence in learning.
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