Charting a critical course on the scholarship of university teaching movement
Bibliographic Data
| ID | 4098039 |
|---|---|
| Authors | Carolin Kreber (University of Edinburgh, corresponding author) |
| Year | 2005 |
| Volume | 30 |
| Issue | 4 |
| Pages | 389-405 |
| Publication date | 2005-08-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075070500160095 |
| OpenAlex | W2033665989 |
| Language | EN |
| Citations received | 8 |
| References cited | 28 |
It is argued in this article that, despite a steadily expanding literature on the scholarship of teaching, important questions regarding the purpose of the movement have not been sufficiently addressed, and, as such, the scholarship of teaching movement has not yet fully realized its potential to become a catalyst for curricula changes in higher education. The main purpose of this conceptual study was to explore the meaning of the 'scholarship of teaching', when conceptualized as the intellectual, practical and critical work done by college and university teachers that facilitates student development toward significant educational goals. Three such goals, that are also directly linked to the widely perceived need for lifelong learning, are self‐management, personal autonomy and social responsibility. In pursuing this objective the theoretical lens of both critical theory and postmodernism was applied. Three implications that arise from a critical/postmodern stance on the scholarship of teaching are discussed. The first relates to how the scholarship of teaching is defined and questions the inclusiveness of these definitions. This raises issues as to the purpose of the scholarship of teaching movement. The second implication relates to the goals and purposes of college teaching and how these are negotiated. The third implication relates to the extent to which our teaching practices are aimed at the empowerment and emancipation of students. Notes Department of Higher and Community Education, University of Edinburgh, Paterson's Land, Edinburgh EH8 8AQ, UK. Email: [email protected] Additional informationNotes on contributorsCarolin KreberFootnote* Department of Higher and Community Education, University of Edinburgh, Paterson's Land, Edinburgh EH8 8AQ, UK. Email: [email protected]
Autonomy · Curriculum · Engineering ethics · Epistemology · Higher education · Pedagogy · Political science · Postmodernism · Scholarship · Sociology · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Law · Psychology · Reflective Practices in Education
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| Unique citing works | 8 |
|---|---|
| Citations per year | 0,44 |
| Citation span | 2008 - 2019 (12) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 7 |