Introduction to the Scholarship of Teaching and Learning

Booth, Shirley; Woollacott, Laurie

doi:10.18820/9780992236052/01

Cited by 2 publications

(10 citation statements)

References 11 publications

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“…The two levels are about descriptions, and what follows are questions on what is possible in a particular teaching context with the possibility of theory building as the final level. Hutchings' (2000) taxonomy can be linked to Booth and Woollacott's (2015) discussion of a model of becoming a scholarly teacher. Quoting from Ashwin and Trigwell's 2004 publication, Booth and Woollacott (2015) highlight that in this model, the first level focuses on investigating teaching practices in order to improve them, a process that is inward looking.…”

Section: Sotl a Work In Progress: Purpose Definition Approaches Anmentioning

confidence: 99%

“…The work done focuses on the purpose and significance of SoTL (Hutchings & Shulman 1999) with the emphasis on student learning. Examples of the work conducted by SoTL scholars are provided showing the methods and approaches used and highlighting the importance of context in understanding SoTL (Hutchings 2000;Booth & Woollacott 2015). Despite all the scholarly clarifications and definitions of SoTL, it remains a fluid and challenging concept (Boshier 2009;Manarin & Abrahamson 2016) that influences trends on uptake in institutions.…”

Section: Introductionmentioning

confidence: 99%

“…As is the case in other countries, scholars in South Africa (SA) are concerned with clarifying what SoTL is and its focus (Leibowitz 2010;Booth & Woollacott 2015), particularly in the SA context (Leibowitz & Bozalek 2015). Leibowitz and Bozalek (2015) highlight the influence of the apartheid legacy and argue that it is for this reason that student learning should be placed at the centre of the discussion, which should be informed by a social justice agenda.…”

Section: Introductionmentioning

confidence: 99%

“…Leibowitz and Bozalek (2015) highlight the influence of the apartheid legacy and argue that it is for this reason that student learning should be placed at the centre of the discussion, which should be informed by a social justice agenda. A publication edited by Booth and Woollacott (2015) provides examples of the kind of SoTL work that scholars have done in different contexts (cf. Pitso 2015;Booth 2015;Cameroon 2015;Osman & Booth 2015).…”

Section: Introductionmentioning

confidence: 99%

“…There are limited examples of how engagement in SoTL can be embedded in institutional culture by building on existing structures. This will help create a critical mass of scholars so that the 'transformative potential' of SoTL (Booth &Woollacott 2015) can be realised. Ways have to be found to enhance the uptake of SoTL by moving from engagement by interested individuals to a movement across institutions (Moutlana & Moloi 2014;Vithal 2016).…”

Section: Introductionmentioning

confidence: 99%

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Creating Spaces and Enabling Transitions for Engagement in SoTL: Can Policy Provide a Framework for Action?

Nsibande¹

2017

Alternation

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Much has been written on the conceptualisation of the scholarship of teaching and learning (SoTL), and on the approaches and methods used by scholars across the globe. A major challenge is how SoTL can be moved from being an add-on option for academic staff, to a culture embedded in the way higher education institutions engage with teaching and learning. This paper reflects on an institutional policy on the evaluation of teaching as a means to create spaces and enable transitions for academics' engagement in SoTL. Elements of the policy aimed at encouraging SoTL and their implications for the anticipated change are discussed. The paper argues that the practices foregrounded in the policy statements create spaces to support academics' transitions to engage in SoTL. However, for this to happen, the paper suggests that a clear strategy is needed to support change at all levels. This strategy should provide support and guidance on the uptake of SoTL at the individual, faculty, and institutional level.

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Section: Sotl a Work In Progress: Purpose Definition Approaches Anmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Creating Spaces and Enabling Transitions for Engagement in SoTL: Can Policy Provide a Framework for Action?

Nsibande¹

2017

Alternation

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Navigating between Scylla and Charybdis: SoTL as its Own Kind of Inquiry

Löfgreen

2023

TLI

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Although there is ample literature that explores what SoTL is and offers guidelines on how to do SoTL, we have not paid enough attention to the fundamental assumptions that underpin systematic scholarly inquiry itself, regardless of the context or the object of study. Instead, we seem to have a narrative that relates SoTL to the disciplines and/or educational research. In this paper, I challenge this narrative with the help of philosophy of science. Specifically, I argue that SoTL is at risk of being appropriated by disciplinary paradigms. This means we would do well to adjust how we conceptualize SoTL. To find a better way, I use Habermas’ concept of knowledge-constitutive interests to argue that we should start by recognizing the fundamental interests at play when we do SoTL, regardless of disciplinary context. I connect Habermas’ three interests (instrumental, interpretive, and emancipatory) to Hutchings’ taxonomy of SoTL questions (what works? what is? and what could be?) and to three basic paradigms of inquiry (normative, interpretive, and critical realist). These connections show how philosophy of science in the form of Habermas’ critical theory can combine with existing conceptual literature on SoTL and established paradigms of inquiry that exist independently of the disciplines. I aim to show that we can use philosophy of science to conceptualize SoTL in a way that allows it to stand fully on its own merits, as its own form of inquiry, with disciplinary perspectives only influencing it in appropriate and useful ways.

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Introduction to the Scholarship of Teaching and Learning

Cited by 2 publications

References 11 publications

Creating Spaces and Enabling Transitions for Engagement in SoTL: Can Policy Provide a Framework for Action?

Creating Spaces and Enabling Transitions for Engagement in SoTL: Can Policy Provide a Framework for Action?

Navigating between Scylla and Charybdis: SoTL as its Own Kind of Inquiry

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