Understanding Scholarship of Teaching and Learning

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.