Academic development through the contextualization of the Scholarship of Teaching and Learning: reflections drawn from the recent history of Trinidad and Tobago

Blair, Erik ORCID: 0000-0001-8660-7660 (2013) Academic development through the contextualization of the Scholarship of Teaching and Learning: reflections drawn from the recent history of Trinidad and Tobago. International Journal for Academic Development, 19 (4). pp. 330-340. ISSN 1360-144X

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Abstract

Whilst the case for the Scholarship of Teaching and Learning (SoTL) has been made there has been little discussion on how such scholarship might lead academic development at the local level. Through analyzing the recent history of Trinidad and Tobago this paper proposes that the conceptualization of SoTL should embrace the nuances of its particular context. It is argued that, since gaining independence, the education system of Trinidad and Tobago has failed to shake off the remnants of its former colonizer and that the Ministry of Education has looked to import educational ‘best practice’ from other countries. This paper suggests that ‘borrowing’ the drivers of development is culturally naïve and, instead, proposes that educational change should be led through a context-specific examination of the relationship between scholars of teaching and learning and the society in which they find themselves.

Item Type: Article
Subjects: Education > Academic identity
Education
Education > Higher education > HE pedagogies
Education > Teaching and learning
Depositing User: Erik Blair
Date Deposited: 01 May 2018 13:04
Last Modified: 03 May 2018 09:58
URI: http://repository.uwl.ac.uk/id/eprint/4894

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