scholarly journals The role of SoTL in the academy: Upon the 25th anniversary of Boyer’s Scholarship Reconsidered

2015 ◽  
pp. 1-14 ◽  
Author(s):  
Beth Kern ◽  
Gwendolyn Mettetal ◽  
Marcia Dixson ◽  
Robin K. Morgan
Keyword(s):  
Conceptual Model ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Process ◽  
Scholarship Of Teaching ◽  
25Th Anniversary ◽  
Teaching And Learning Research ◽  
Scholarly Teaching ◽  
Learning Research

This essay works toward two goals: 1) to provide an explanation of how the Scholarship of Teaching and Learning may work within all four of Boyer’s “scholarships” of discovery, integration, application, and teaching and 2) to clarify the distinctions between quality teaching and scholarship of teaching and learning research. To do that, we posit four quadrants of teaching practices based on two continuum: public/private and systematic/unsystematic. The four quadrants: teaching practice, shared teaching, scholarly teaching and, finally, scholarship of teaching and learning, provide academics with a conceptual model to distinguish various approaches to the teaching process from research into that process.

scholarly journals Supporting SoTL Development through Communities of Practice

2020 ◽  
Vol 8 (2) ◽  
pp. 32-52
Author(s):  
Anne M. Tierney ◽  
Dorothy Aidulis ◽  
Julian Park ◽  
Katherine Clark
Keyword(s):  
Communities Of Practice ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Life Sciences ◽  
Scholarship Of Teaching ◽  
Home Institution ◽  
Definition Of ◽  
The Uk ◽  
Insight Into

Increasingly, academics are engaging with the Scholarship of Teaching and Learning (SoTL). However, within United Kingdom higher education, the definition of and activities that constitute SoTL remain open to debate. In this article, we explore SoTL through four career histories that give insight into how SoTL has developed and played a role in the careers of four life sciences-based, teaching-focused academics in UK universities at different points in their careers. The recurring themes in the career histories include collaboration; professional development; sharing and dissemination; and funding. The career histories also highlight aspects of and the importance of communities of practice. We reflect on the role of communities of practice in supporting SoTL and discuss how communities of practice external to one’s home institution can play a role in developing SoTL and teaching practice. Internationally there is a growing focus on SoTL, and although the four career histories presented here are authored by academics based in UK institutions and focused on the UK context, the themes they reveal are widely applicable.

scholarly journals Growing Lemon Trees from Lemons: Lessons Reaped from a SoTL Faculty Learning Community's Research "Failures"

2017 ◽  
Vol 17 (4) ◽  
pp. 1-16 ◽  
Author(s):  
Linh Dich ◽  
Karen M Brown ◽  
Jeff H Kuznekoff ◽  
Theresa Conover ◽  
John P Forren ◽  
...  
Keyword(s):  
Learning Community ◽  
Teaching And Learning ◽  
Research Question ◽  
Research Projects ◽  
Scholarship Of Teaching ◽  
Course Content ◽  
Faculty Learning Community ◽  
Teaching And Learning Research ◽  
Faculty Learning

Failure can be central to faculty research; however, failure produces a vehicle for learning. Through an interdisciplinary faculty community, the authors supported each other in facing, learning from, and overcoming “failed” aspects of research projects. This article reports obstacles encountered in conducting Scholarship of Teaching and Learning research and the role of a faculty learning community in overcoming these challenges. Research pitfalls included lack of student participants, non-significant findings, expectations for understanding related course content, technology issues, use of deception, determining the research question, and managing bias. Ultimately, the faculty learning community engendered a foundation for successful research projects by shared inquiry into these research “failures.” 

Mogućnosti primene istraživački zasnovane nastave (IN) u početnom matematičkom obrazovanju

2021 ◽  
Author(s):  
Dragana Glogovac ◽  
◽  
Marina Milošević ◽  
Bojan Lazić ◽  
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Mathematics ◽  
Teaching Process ◽  
Inquiry Based Learning ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Key Competencies ◽  
Insight Into

Modern primary education, especially mathematics, requires constant innovation of teaching practice in order to modernize, rationalize, and efficiently the teaching process. Teaching mathematics should be experienced as a process that promotes learning with understanding, stimulates motivation, active learning, research, critical thinking, analysis, problem solving, drawing conclusions, exchange of experiences. The tendency to improve the quality of mathematics education has resulted in many studies pointing to the benefits of research-based mathematics (IN) teaching, known as inquiry-based learning (IBL), recognized as an essential way of organizing the teaching process to develop key competencies, abilities and skills in 21st century. Тhe aim of this paper is to see, based on a comprehensive theoretical analysis and the results of previous research. The created model of teaching mathematics based on research represents a useful framework for improving the quality of the process of teaching and learning mathematics, and empowers teachers in its application and affirmation, gaining insight into the way of organizing research learning.

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