Blair, Erik ORCID: https://orcid.org/0000-0001-8660-7660 (2013) The challenge of contextualising the scholarship of teaching and learning. Teaching & Learning Inquiry, 1 (1). pp. 127-130. ISSN 2167-4779

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Abstract

Much of the literature in the field of the Scholarship of Teaching and Learning (SoTL) discusses the need for SoTL and how critical inquiry can support teaching and learning. This article supports much that has been said before but further suggests that, in order for SoTL to fulfil its ambitions, practitioner-researchers should consider the way that their environment shapes them. It is suggested that by reflecting on their specific context, practitioner-researchers can engage in a practice that is more suited to supporting those who learn within such a context. Further, it is recommended that sharing such reflections through published work could help secure the development of such practice within and across the academy.

Item Type:	Article
Identifier:	10.20343/teachlearninqu.1.1.127
Subjects:	Education > Academic cultures Education > Academic identity Education Education > Higher education Education > Teaching and learning
Depositing User:	Erik Blair
Date Deposited:	01 May 2018 13:11
Last Modified:	04 Nov 2024 12:02
URI:	https://repository.uwl.ac.uk/id/eprint/4895

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