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ERIC Number: EJ1145720
Record Type: Journal
Publication Date: 2017-Mar
Pages: 19
Abstractor: As Provided
Reference Count: 69
ISBN: N/A
ISSN: EISSN-1918-2902
Drawing on the Principles of SoTL to Illuminate a Path Forward for the Scholarship of Educational Development
Kenny, Natasha; Popovic, Celia; McSweeney, Jill; Knorr, Kris; Hoessler, Carolyn; Hall, Shirley; Fujita, Nobuko; El Khoury, Eliana
Canadian Journal for the Scholarship of Teaching and Learning, v8 n2 Article 10 Mar 2017
There has been growing discourse related to the importance of the scholarship of educational development (SoED), but less discussion related to clearly defining principles for guiding engagement in SoED or contextualizing SoED within literature related to the scholarship of teaching and learning (SoTL). Expanding upon Felten's (2013) principles for SoTL, as well as evolving discourse related to principles of educational development (e.g., Gibbs, 2013; Taylor & Rege Colet, 2010; Timmermans, 2014), this paper presents seven principles for SoED. Two additional principles (transforming practice and reflective practice) are added to Felten's principles to further contextualize SoED in relation to educational development and SoTL. Three cases are provided to illustrate educational development, SoTL, and SoED within the context of these principles. The interrelationships between educational development, SoTL, and SoED are complex. While SoED offers many opportunities for further legitimizing the individual and collective practices in educational development, it also presents many additional tensions and questions for further research.
University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada