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ERIC Number: EJ829987
Record Type: Journal
Publication Date: 2009-Mar
Pages: 16
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-0965-0792
The Scholarship of Teaching and Web-Based Representations of Teaching in the United States: Definitions, Histories, and New Directions
Hatch, Thomas
Educational Action Research, v17 n1 p63-78 Mar 2009
The relationship between the scholarship of teaching and practitioner inquiry is characterized both by questions of definition (what "counts" as scholarship and who can produce it) and execution (how to facilitate the representation, interpretation and analysis of teaching). This article addresses both issues by beginning with an overview of the somewhat ambiguous origins and evolution of the scholarship of teaching in the United States and then describing a series of web-based representations of practice that have emerged out of one approach to the scholarship of teaching. Although many of these web-based representations may not "count" as either the scholarship of teaching or practitioner inquiry, they may offer new means and mechanisms for representing teaching in ways that can allow anyone to learn from it and build upon it. (Contains 3 notes and a list of website addresses.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States