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Broadening conceptions of what constitutes knowledge and evidence in SoTL

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journal contribution
posted on 2023-05-17, 06:31 authored by Sharon ThomasSharon Thomas
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.

History

Publication title

International Journal for the Scholarship of Teaching and Learning

Volume

5

Article number

25

Number

25

Pagination

1-7

ISSN

1931-4744

Department/School

DVC - Education

Publisher

Georgia Southern University

Place of publication

Georgia, USA

Rights statement

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

Repository Status

  • Open

Socio-economic Objectives

Learner and learning not elsewhere classified

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