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Using Legitimation Code Theory to Define and Track the Practice of the Scholarship of Teaching and Learning
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Mark Brooke; Daron Benjamin Loo; Chloe Wong – International Journal of Teaching and Learning in Higher Education, 2023
In this article, we demonstrate how Legitimation Code Theory (LCT) can be enacted to explore the nature of Scholarship of Teaching and Learning (SoTL) in higher education. Specialization and semantics from LCT are applied to define SoTL practice and map cumulative knowledge building processes. As members of the Faculty Development Committee (FDC),…
Descriptors: Scholarship, Instruction, Learning, Higher Education
Transforming Faculty Identities within a Community of Practice: An Academic Literacies Model
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Gabriela Gui; Rick Vandermolen; Rui Niu-Cooper; Mary Bair – Journal on Excellence in College Teaching, 2024
The COVID-19 pandemic of 2020-21 caused faculty to struggle with remote teaching and scholarship productivity. This article examines the experiences of faculty members who participated in a professional development project focused on writing for publication during the pandemic. Through an academic literacy lens, results indicate that participation…
Descriptors: Communities of Practice, Professional Identity, Faculty, Scholarship
From Houle to Dirkx: Continuing Professional Education (CPE), a Critical State-of-the-Field Review
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Coady, Maureen – Canadian Journal for the Study of Adult Education, 2015
Learning as a central focus in the discourse on professional development is well grounded in the educational and professional development literature. Yet, despite this consensus, and significant research on how professionals learn, most professional development and continuing professional education (CPE) practices continue to focus on delivering…
Descriptors: Adult Education, Professional Continuing Education, Lifelong Learning, Faculty Development
Scholarship in Action
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Baume, David – Innovations in Education and Teaching International, 2017
Baume and Popovic describe three complementary and connected approaches to being scholarly in higher education--reflecting critically on practice, using the literature and contributing to the literature. Subsequent work reported here applies and tests the model in three settings--a meeting of the Southern Africa Universities Learning and Teaching…
Descriptors: Scholarship, Educational Practices, Higher Education, Reflective Teaching
Life outside Academia: On Becoming an Expert Teacher-Researcher
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Farrell, Peter – International Journal for Transformative Research, 2015
The author, a school principal with significant classroom responsibilities recounts his journey towards authenticity as an independent teacher-researcher. His career as a researcher began in the scientific-knowledge tradition and then moved into the practical-knowledge tradition. He describes how Donald Schön, the father of reflective practice,…
Descriptors: Expertise, Teacher Researchers, Faculty Development, Educational Practices
A Transformative Perspective on the Scholarship of Teaching and Learning
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Cranton, Patricia – Higher Education Research and Development, 2011
In this paper, I explore the Scholarship of Teaching and Learning through the lens of transformative learning theory and critical theory. In doing so, I expand the notion of a Scholarship of Teaching so as to go beyond the solving of practical problems in teaching and the improvement of teaching effectiveness. I focus on an emancipatory…
Descriptors: Learning Theories, Critical Theory, Transformative Learning, Scholarship