In this article the author states from the outset that he considers scholarship to be pivotal in enhancing the quality of teaching and learning. However, what scholarship is could well be contested, so he offers his understanding of scholarship, how it might be developed, and why he thinks it is so crucial to quality practice. In so doing, he hopes that his view about the place of scholarship in teaching and learning (particularly, in teacher education) is then self evident. For him, scholarship in teaching-teacher education is about making the tacit knowledge of practice (which is so heavily embedded in the relationships of teaching and learning and students and teachers) explicit for oneself and for others. The approaches to articulation and explication he has suggested in this brief article, he hopes, offers ways of understanding why professional knowledge of practice needs to be public and available for critical review.