Direkte link: https://www.iupui.edu/~josotl/archive/vol_10/no_3/v10n3quinnell.pdf
academic disciplines with the scholarship of teaching and learning
1,2, Carol Russell2, Rachel Thompson2, Nancy Marshall2 and Jill Cowley2
learning (SoTL) is accepted as an essential part of professional academic
practice across the higher education sector irrespective of discipline. To connect
meaningfully with teaching practice, SoTL needs to be translated by the discipline
scholar and narratives related to the discipline context constructed. Previous
work on disciplinary diversity suggests that there is a need to take a more
grounded approach to the development of discipline-based educational
scholarship. How SoTL is defined is critical to how SoTL is interpreted within
discipline contexts and some of the numerous models and definitions of SoTL
transcend disciplinary boundaries, but there is no single agreed definition of what
is meant by SoTL. This paper reviews some of the models of scholarly teaching
and raises some questions about how the links between pedagogical theory and
discipline teaching practice are made by discipline scholars. We advocate that by
providing discipline scholars with ways to map and then collectively view their
practices within disciplines that this is likely to provide information essential for
exploring SoTL in each discipline and reconciling SoTL with academic
disciplines.
Keywords: scholarly
Model fra publikationen:
Pædagogik og didaktik - for lærerstuderende i Vestjylland, Nørre Nissum og Holstebro. 