Troublesome Knowledge of SoTL


Autoria(s): Manarin, Karen; Abrahamson, Earle
Data(s)

31/07/2016

Resumo

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.

Formato

text

Identificador

http://roar.uel.ac.uk/5192/1/Troublesome%20Knowledge%20of%20SoTL.pdf

Manarin, Karen and Abrahamson, Earle (2016) ‘Troublesome Knowledge of SoTL’, International Journal for the Scholarship of Teaching and Learning, 10(2), Article 2. (10.20429/ijsotl.2016.100202 <http://dx.doi.org/10.20429/ijsotl.2016.100202>).

Publicador

Georgia Southern University

Relação

http://dx.doi.org/10.20429/ijsotl.2016.100202

http://roar.uel.ac.uk/5192/

Tipo

Article

PeerReviewed