Understanding Scholarship of Teaching and Learning: Narrative inquiry into a community of university teachers

Yang, Weijia

ISBN 10: 3330025948 / ISBN 13: 9783330025943

Published by LAP LAMBERT Academic Publishing, 2016

About this Item

NEW. SHIPS FROM MULTIPLE LOCATIONS.

Seller Inventory # ERICA82933300259486

Bibliographic Details

• Title: Understanding Scholarship of Teaching and Learning: Narrative inquiry into a community of university teachers
• Publisher: LAP LAMBERT Academic Publishing
• Publication Date: 2016
• Language: English
• ISBN 10: 3330025948
• ISBN 13: 9783330025943
• Binding: paperback
• Condition: New
• Book Type: book

About this title

Synopsis

This book inquires narratively into the practice of scholarship of teaching and learning (SoTL) and teachers’ personal practical knowing process in a self-initiated community of university teachers in China. Following a conception by Boyer (1990) that research should be incorporated into teaching as the scholarship of teaching and learning (SoTL), Huber & Hutchings (2005) theorize SoTL in a four-core-practice framework of a linear process of individual expression for research and publication. However, not much attention has been given to the important dynamics of collaborative learning. Adopting a social theory of learning and Wenger’s “communities of practice” (1998, 2002), this book extends the framework by Huber & Hutchings to investigate the integrated form of individual and collaborative SoTL practice. “Personal practical knowledge” by Connelly, Clandinin & He (1997) is considered in the light of Palmer’s “community of truth” (1998), which is aimed at developing an integrated perspective for understanding teachers’ evolving personal practical knowledge in the SoTL community.

About the Author

Weijia Yang is PhD Graduate of Education Faculty, The University of Hong Kong and currently teaching at School of English Studies, Shanghai International Studies University, China. As a university academic, she specialises in research on scholarship of teaching and learning, teacher learning communities, and teachers’professional development.