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Broadening conceptions of what constitutes knowledge and evidence in SoTL

Citation

Thomas, S, Broadening conceptions of what constitutes knowledge and evidence in SoTL, International Journal for the Scholarship of Teaching and Learning , 5, (1) Article 25. ISSN 1931-4744 (2011) [Refereed Article]


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Copyright 2006 by Georgia Southern University reproduced with permission from International Journal for the Scholarship of Teaching & Learning

Official URL: http://academics.georgiasouthern.edu/ijsotl/ctu.ht...

DOI: doi:10.20429/ijsotl.2011.050125

Abstract

In the two decades since the publication of Boyer’s (1990) seminal work, the Scholarship of Teaching and Learning (SoTL) has earned an increasingly venerable reputation as a legitimate area of scholarship. What remains contentious, however, is the form that such scholarship takes. Despite the publication of numerous books and articles lauding alternative epistemologies, SoTL advocates regularly have to defend their approaches. The purpose of this essay is to encourage higher education practitioners to broaden their conceptions of what constitutes knowledge and evidence in SoTL. An epistemological discussion, it aims to provide a strong theoretical framework within which SoTL practitioners can argue a case for alternative epistemologies.

Item Details

Item Type:Refereed Article
Keywords:SoTL, epistemology, knowledge, higher education
Research Division:Education
Research Group:Specialist Studies in Education
Research Field:Specialist Studies in Education not elsewhere classified
Objective Division:Education and Training
Objective Group:Learner and Learning
Objective Field:Learner and Learning not elsewhere classified
Author:Thomas, S (Dr Sharon Thomas)
ID Code:70522
Year Published:2011
Deposited By:Tasmanian Institute of Learning & Teaching
Deposited On:2011-06-26
Last Modified:2017-12-04
Downloads:284 View Download Statistics

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