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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 Statement
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: | 305 View Download Statistics |
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