Kel 10. Appropriate Use of Theory in the... (original) (raw)

Scholarship of Teaching and Learning as a strategy for institutional change

2000

Scholarship of Teaching and Learning (SoTL) is discussed as a strategy for institutional improvement of teaching and learning. Engagement in SoTL could be an individual enterprise focusing external networks including conference presentations and journal publications. This strategy could lead to development and improved teaching for the individual but not necessarily contribute to the development of the local institution. An alternative

An institutional perspective on the scholarship of teaching and learning

Annual Conference of the Higher Education, …, 2005

The premise that the development of tertiary teachers can be enhanced if they engage in the scholarship of teaching and learning (SOTL) increasingly underpins associated policies and programmes. This is reflected in the increased • attention academic staff developers give to SOTL in the agenda for their work,

Scholarship of Teaching and Learning (SoTL)

International Journal of Current Advanced Research , 2024

This study starts with the widely held beliefs that increasing instruction does not always translate into students learning more, and that universities prefer to prioritise research over instruction. The notion of scholarship of teaching and learning (SoTL) has been selected by the authors to address issues pertaining to teaching and learning. The paper discusses the history, relevance, features, and models of SoTL. In addition, it elaborates on best practices, SoTL-related frameworks, and its ramifications. SoTL refers to a methodical examination of a problem related to teaching and learning that is shared for evaluation, communication, and potentially some kind of action that modifies what is done in the classroom. Boyer’s famous book Scholarship Reconsidered: Priorities of the Professoriate (1990) marked the official beginning of SoTL. SoTL practitioners are more likely to encourage in-depth learning in their pupils. Learning partnerships, communal property, artistic expression, and a certain level of “going meta” are characteristics of SoTL. There are two proposed SoTL models: the practice-focused model by Trigwell and Shale (2004) and the nine components of SoTL by Kreber and Cranton (2000). The spectrum of researchers across the entire continuum, from classroom inquiry to serious educational research, is made possible by the principles of good practice. The frameworks associated with SoTL include Discipline-Based Educational Research, Decoding the Disciplines Approach, Signature Pedagogies, 4M framework, and Professional Societies for Teaching and Learning. The scholarship of teaching and learning (SoTL), which is based on inquiry and engagement, reframes teaching as a continuous, intellectual process with a focus on enhancing student learning. The paper’s conclusion is that it’s critical to recall that higher education’s teaching across disciplines is just as varied as the subjects themselves.

Scholarship of teaching and learning: ‘what the hell’ are we getting ourselves into?

European Journal of Engineering Education, 2016

Academics must be encouraged to reflect on their teaching, to apply new pedagogies to support student learning and to report on the results of these actions, which really forms part of programmes relating to Scholarship of Teaching and Learning (SoTL). However, there seems to be resistance among some academics to get involved in these programmes due to fear of change or discrimination. The purpose of this article is to highlight the perceptions of four academics from different engineering fields towards such a programme from a University of Technology in South Africa. A qualitative study is employed where a focus group interview was used to gather data which are correlated to the SoTL unicycle detailed in the article. A benefit of joining an SoTL programme includes 'developing a teaching action plan' while a key challenge relates to time concerns. An implication may be to stimulate awareness among non-participating academics about what an SoTL programme really engenders.