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Broadening conceptions of what constitutes knowledge and evidence in SoTL
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 LearningVolume
5Article number
25Number
25Pagination
1-7ISSN
1931-4744Department/School
DVC - EducationPublisher
Georgia Southern UniversityPlace of publication
Georgia, USARights statement
Copyright 2006 by Georgia Southern University reproduced with permission from International Journal for the Scholarship of Teaching & LearningRepository Status
- Open