scholarly journals Foreword: Special Issue on Scholarly Teaching

2021 ◽  
Vol 6 (2) ◽  
pp. 5129
Author(s):  
Kazuko Hiramatsu ◽  
Michal Temkin Martinez
Keyword(s):  
Learning Community ◽  
Annual Meeting ◽  
Special Issue ◽  
Scholarship Of Teaching ◽  
Faculty Learning Community ◽  
Faculty Learning ◽  
Scholarly Teaching ◽  
Teaching Learning

This special issue contains peer-reviewed papers presented during an organized session on scholarly teaching at the 2021 LSA Annual Meeting. The session was organized by an NSF-sponsored Faculty Learning Community that was formed in 2019 to build capacity among a cohort of linguists to advocate for scholarly teaching and the scholarship of teaching learning (SoTL).

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.” 

Analyzing a faculty learning community strategy based on a process-genre approach supported by videos to develop the writing competence of English teaching students

2021 ◽  
Vol 37 (3) ◽  
Author(s):  
Viviana Rojas Caro ◽  
Beatriz Moya Figueroa ◽  
Tania Tagle Ochoa ◽  
Mónica Campos Espinoza ◽  
Lucía Ubilla Rosales ◽  
...  
Keyword(s):  
Student Teachers ◽  
Learning Community ◽  
Learning Strategy ◽  
Evaluation Framework ◽  
Step Cycle ◽  
English Teaching ◽  
Faculty Learning Community ◽  
Faculty Learning ◽  
Four Levels ◽  
Writing Competence

ABSTRACT The primary purpose of this inquiry is to analyze the impacts of a teaching and learning strategy designed and implemented by a Chilean Faculty Learning Community (FLC) intended to develop the writing competence of student-teachers of an English Teaching Program. The FLC-led strategy was implemented through an eight-step cycle based on the process-genre approach and supported by educational videos. FLC members guided this cycle during writing sessions at the four levels of the English Linguistic Competence course at Universidad Católica de Temuco. The FLC implemented this experience to address the challenge of serving diverse students’ learning needs and meet the requirements of the national English proficiency standards required by the Chilean Ministry of Education. The FLC examined this experience focusing on students’ writing tasks results and their perceptions of the use of videos in the process, oriented by an impact and evaluation framework of teaching innovations and an action research design. The ages of trainee English teachers who participated in this innovation range between 18 and 22 years old. Students’ writing tests results were analyzed and compared to the suggested CEFR outcomes per level. Moreover, students shared their perceptions towards the use of videos through focus groups. Results show that most students improved their writing performance, especially in content and organization. Furthermore, students perceived that videos helped them contextualize their writing process and contribute as a support resource embedded in classroom activities. Overall, this experience helped the FLC members identify changes resulting from the innovations and areas of improvement.

Sign in / Sign up

Export Citation Format

Share Document