New professional learning is characterised by a 'pull' rather than a 'push' philosophy. Academic staff themselves drive their own learning, choosing what, when and how they want to learn to become better teachers. Multiple and various learning opportunities embedded in day to day work are just-in-time, self-directed, performance-driven and…

How do beginning teachers experience the complex process of learning to teach in an urban setting? This article contributes to the literature on teaching in urban settings by theorizing the process of learning to teach based on longitudinal interview data generated from practitioners who were viewed by the researcher as critical informants. The…

Following a cognitive-developmental perspective, the Scholarship of Teaching & Learning is understood as a process of knowledge construction whereby knowledge claims are validated through reflection on teaching experience and educational theory. These reflective processes can be documented and peer reviewed. Teaching portfolios allow for the…

Educational research is distinctive inasmuch as it shares the moral objective of education, which is to help people make the best of themselves through processes of learning. Educational research is a service industry for education. As such, its contribution to the efficiency and effectiveness of educational processes can be increased by focusing…