The Scholarship of Teaching:New Elaborations, New Developments

Educational innovations for dentistry

“…From the work of Boyer 64 scholarship of learning and teaching in higher education is implied by peerreviewed publications that demonstrate that work has been evaluated. 65 A willingness to share teaching methods and theories and understandings of student learning at the chairside is likely to create an overall improvement in clinical teaching. This is the process that we recommend in our paper presenting tools for dissemination of good chairside teaching practice 3 where it is envisaged that dental tutors will be publishing, presenting or discussing aspects of student learning or their teaching in the dental clinic.…”

One foot on the dock and one foot on the boat: Differences among preservice science teachers' interpretations of field‐based science methods in culturally diverse contexts

“…The methods course instructor ascribed to one of several models proposed by Hutchings and Shulman (1999), a "scholarship of teaching" in which he used dilemmas in his own practice as venues for discussing use of educational theory applied to classroom practices. To engage both methods students and practicing teachers in issues of equity, he wrote narratives explicating goals and strategies for instruction and the educational context in which they were employed.…”

Scholarship of Teaching and Learning: A Review of the Literature

“…Articles such as "Student Learning and the Scholarship of University Teaching" (Trigwell & Shale, 2004), "CASTLs in the Air" (Bender, 2005), and "Scholarship in Teaching as a Core Professional Value" (Nicholls, 2004) go into more depth as they explain Boyer's list of four separate but intertwined functions of the professoriate: discovery, integration, application, and teaching. These four are mentioned in most articles, but Hutchings and Shulman (1999), Richlin (2001), and Trigwell and Shale (2004) discuss a fifth function they believe must be involved in scholarship-making research available for peer review and discussion through publications and presentations. For Richlin, peer review/public scrutiny of research completes Boyer's list of four and provides the previously missing cog in the ongoing cycle of research and scholarship.…”

“…Smith (2001b) defines "teaching" as activities that help students learn, "scholarly teaching" as reflecting on one's knowledge and application of pedagogy, and "scholarship of teaching and learning" as contributing to the public body of knowledge about teaching and learning. Shulman (1998) and Hutchings and Shulman (1999) agree that to qualify as "scholarship of teaching," the research must be made public and be under the same critical review as research in other disciplines. They also separate "scholarly" from "the scholarship of teaching and learning" by insisting that scholarship requires a planned method of inquiry and analysis.…”