Troublesome Knowledge of SoTL

Autor/inn/en	Manarin, Karen; Abrahamson, Earle
Titel	Troublesome Knowledge of SoTL
Quelle	In: International Journal for the Scholarship of Teaching and Learning, 10 (2016) 2, Artikel 2 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-4744
Schlagwörter	Online Surveys; Teacher Attitudes; Learning Experience; Followup Studies; Action Research; Scholarship; Higher Education; Relevance (Education); Educational Methods; Educational Change; Foreign Countries; Semi Structured Interviews; United States; United Kingdom; South Africa; Norway; Canada; Australia + Suchen Sie Ihr Suchwort? Lehrerverhalten; Lernerfahrung; Follow-up studies; Kontaktstudium; Projektforschung; Scholarships; Stipendium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Relevance; Relevanz; Educational method; Erziehungsmethode; Bildungsreform; Ausland; USA; Großbritannien; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Norwegen; Kanada; Australien
Abstract	This study explores the Scholarship of Teaching and Learning (SoTL) as a form of troublesome knowledge (Perkins 1999) that continues to trouble its practitioners. Forty-eight higher education professionals from six countries described their understanding of SoTL in an online survey; ten individuals participated in follow-up interviews to consider how SoTL experiences shape, support, or hinder academic identity and knowing. We categorize our findings according to the dynamic factors--personal, relational, and contextual--identified by Lieff et al (2012); we argue that SoTL serves to illuminate and expose tensions created by competing values and that these values can lead to, or create, a troublesome space wherein promoting SoTL can be enabling and disabling. (As Provided).
Anmerkungen	Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01