This subject guide has been developed to provide resources which align with QUT's Teaching Capabilities Framework. As per the Teaching Capabilities Framework, scholarship of teaching practice is covered in all four dimensions. It has the following characteristics :
Scholarship of Teaching |
|
|---|---|
| 1.20 | undertake self-reflection processes to improve teaching and learning approaches that foster learner engagement |
| 1.21 | contribute to the scholarship of teaching by initiating and actively participating in professional dialogue regarding teaching and learning approaches that engage learners. |
| 1.22 | plan a professional development program that demonstrates self-responsibility for continuous learning about teaching and the impact of teaching on learning and learner engagement. |
| 2.21 | engage with research in teaching and learning design in higher education generally and in your discipline in particular. |
| 2.22 | reflect on the impact of your approach to teaching and learning design on student learning outcomes. |
| 2.23 | communicate and disseminate aspects of your practice and theoretical ideas about teaching and learning design within an beyond your discipline. |
| 2.24 | have a conception of teaching and learning that focuses on student learning |
| 3.24 | reflect upon assessment practices, processes and outcomes and discuss assessment related issues with colleagues. |
| 3.25 | systematically evaluate assessment methods to ensure that they accurately assess the learning objectives for the unit and meet the learning needs of students. |
| 3.26 | evaluate the effectiveness of assessment and feedback strategies and continuously improve these. |
| 4.21 | contribute to the university policy and system development by serving on working parties and committees and reviewing, commenting on and developing standards, plans, papers and proposals that influence the context of university teaching. |
| 4.22 | engender a sense of responsibility for continuous improvement by sharing and disseminating information and ideas. |
The references in this subject guide are only a starting point. There is an extensive range of other resources available on this subject area.
Books
| Details | Call number | Description |
|---|---|---|
| Boyer, E. (1990) Scholarship Reconsidered : Priorities of the Professoriate. New Jersey : The Carnegie Foundation for the Advancement of Teaching. | GP 378.73 169 |
This work offers a new paradigm that recognises the full range of scholarly activity by college and university faculty and questions the existence of a reward system that pushed faculty toward research and publication and away from teaching. |
| Brookfield, S. (1995) Becoming a critically reflective teacher. San Francisco : Jossey-Bass. | GP 378.125 64 |
Brookfield offers a very personal and accessible guide to how faculty at any level and across all disciplines can improve their teaching. Applying the principles of adult learning, Brookfield thoughtfully guides teachers through the processes of becoming critically reflective about teaching, confronting the contradictions involved in creating democratic classrooms, and using critical reflection as a tool for continous personal and professional development. |
| Glassick, C., Huber, M. and Maeroff, G. (1997) Scholarship Assessed : evaluation of the professoriate. San Francisco : Jossey-Bass | KG 378.125 87 | Begun under the oversight of Ernest L. Boyer and completed by authors Glassick, Huber, and Maeroff, Scholarship Assessed examines the changing nature of scholarship in today's colleges and universities. It proposes new standards for assessing scholarship and evaluating faculty with special emphasis on methods for documenting effective scholarship. Based on the findings of the Carnegie Foundation's National Survey on the Reexamination of Faculty Roles and Rewards, this is an excellent resource for anyone engaged in the debate about creating institutional standards of rigor and quality in our colleges and universities. |
| Kember, D. (1992) Improving Teaching through Action Research. Campbelltown : Higher Education Research and Development Society of Australasia. | GP 378.17 77
|
This guide discusses the nature of action research and explains ways in which it can be applied to higher education in order systematically to reflect upon, critically examine and ultimately improve one's teaching practices. It describes the action research spiral, and discusses a wide range of techniques for observing aspects of the teaching/learning interaction. Some of the reporting and publishing opportunities which can result from such research are mentioned. The guide contains nine examples of action research projects, illustrating in each case the various stages of the activity and the kinds of outcomes which were achieved. |
| Loughran, J. (ed) (1999) Researching teaching : methodologies and practice for understanding pedagogy. London : Falmer Press. | KG 370.7 48 | This work is geared towards those who recognise that teachers, their teaching practice, knowledge and skill, should be the focal point of research efforts. The essays in this volume are internationally authored, and a range of research methodologies are represented and explained. |
| Ramsden, P., Margetson, D., Martin, E. and Clarke, S. (1995) Recognising and Rewarding Good Teaching in Australian Higher Education. Canberra : Australian Government Publishing Service. | CA 378.1250994 7
|
Good teaching in universities tends to go unrecognised. The purpose of this project was to produce recommended processes and procedures which would enable good teaching in higher education to be reliably identified and then rewarded, so as to encourage good teaching, and hence high quality learning, throughout the higher education system. This report was commissioned by the Committee for the Advancement of University Teaching. |
Journals Articles or Book Portions
| Details | Location | Abstract |
|---|---|---|
| Atkinson, M (2001) The Scholarship of Teaching and Learning : Reconceptualizing Scholarship and Transforming the Academy, Social Forces, 79(4), p13. | The scholarship of teaching is a concept with multiple ramifications. It is at the core of the current transformation of higher education. This article makes contributions toward the conceptualization of the scholarship of teaching and learning. | |
| Boud, D. (1999) Situating academic development in professional work : using peer learning. International Journal for Academic Development, 4(1), 3-10. | Online | Academic development should be conceptualised not only as a university-wide process, but also as a local practice and as a process of peer learning in the workplace. The paper suggests that formal approaches need to more fully situate academic development in sites of academic practice. Two examples from the author's own setting - teachin development projects and writing for publication groups - illustrate the argument. Challenges arising from such a shift in perspective are discussed. |
| Boud, D. and Walker, D. (1998) Promoting Reflection in Professional Courses : the challenge of context. Studies in Higher Education, 23(2), 191-206 | Online KG Periodical 378 10 |
Reflection and the promotion of reflective practice have become popular features of the design of educational programmes. This article examines the question : what constitutes the effective use of reflective activities? It argues that reflection needs to be flexibly deployed, that it is highly context specific and that the social and cultural context in which reflection takes place has a powerful influence over what kinds of reflection it is possible to foster and the ways in which this might be done. The article concludes by exploring conditions in which reflective activities might be appropriately used in professional education. |
| Entwistle, N.J. (1997) Introduction : Phenomenography in higher education. Higher Education Research and Development, 16, 127-134. | KG Periodical 378.0072094 1 GP Periodical 378.0072094 1 |
Defines and describes phenomenography as a research methodology, and argues for its utility in examining aspects of higher educaton. Reviews research in Higher Education using the phenomenography approach, outlines cautions in using it, and discussess alternative explanations offered in the debate over phenomenography. |
| Healey, M. (2000) Developing the Scholarship of Teaching in Higher Education : a discipline-based approach. Higher Education Research and Development, 19(2), 169-189. | Online KG Periodical 378.0072094 1 GP Periodical 378.0072094 1 |
There is an international debate about the development of the scholarship of teaching. It is argued here that the scholarship of teaching needs to be developed within the context of the culture of the disciplines in which it is applied. The scholarship of teaching involves engagement with research into teaching and learning, critical reflection of practice, and communication and dissemination about the practice of one's subject. This provides a challenging agenda for the development of subject-based teaching. |
| Huber, M. (2001) Balancing Acts : Designing Careers around the Scholarship of Teaching. Change, 33(4), 125-139. | Online | This article focuses on case studies being developed at the Carnegie Foundation as part of an inquiry into cultures of teaching in higher education. It describes the characteristics of the scholarship of teaching and learning and activities involved in faculty work. It also includes an assessment of the quality of scholarly work on teaching and learning. |
| Hutchings, P. and Shulman, L. (1999). The Scholarship of Teaching : New Elaborations, New Developments. Change, 31(5), 10-15. | Online | An innovative Carnegie Scholars program aids campuses in taking stock of the ways they can support knowledge building about their teaching practices and their student's learning - efforts that are a condition of excellent teaching. |
| Jacobson, W. (1998) Defining the quality of practitioner research. Adult Education Quarterly, 48(3), p125 | Online GP Periodical 374 2 KG Periodical 374 2 |
Practitioner research is conducted by teachers seeking to improve practice, generating research findings in the same settings in which they will be utilized. This article briefly compares the central assumptions of practitioner research with those of other, more predominant research paradigms. Based on these assumptions, a framework for discussing the quality of our research efforts and outcomes is proposed. |
| Kemmis, S. (1999). Action research. In J.P.Keeves & G. Lakomski (eds) Issues in educational research (pp. 150 - 160). New York : Permagon. | KG 370.72 28 | This article outlines a view of action research as a form of participatory and collaborative research aimed at improving educational understandings, practices, and settings, and at involving those affected in the research process. It describes a variety of international perspectives on educational action research, linking it to participatory action research for community development and ideas about critical social and educational science. Some of the contemporary contests about how action research is to be understood are described in terms of a debate between two main schools of thought about action research, one (more collaborative) based on the idea of a critical educational science and the other (more individualistic) based on ideas about practical reasoning and "the reflective practitioner". |
| Kreber, C. (2000) Exploring the Scholarship of Teaching. The Journal of Higher Education. 71(4), 476-495. | Online | This article presents a model of the scholarship of teaching. The concept of the scholarship of teaching is explored in both learning and knowing about teaching. The article makes suggestions for how it can be demonstrated and assessed. Mezirow's concepts of content, process and premise reflection are used as a framework to derive three essential domains of knowledge about teaching : instructional, pedagogical and curricular. |
| McAlpine, L., Weston, C., Beauchamp, J., Wiseman, C. and Beauchamp, C. (1999) Building a metacognitive model of reflection. Higher Education, 37 (2), 105-131. | KG Periodical 378 2 | Analyses the method of reflection as a process of improving the quality of teaching in higher education. The article outlines a theoretical framework of reflection, and describes the construction of a metacognitive model based on the reflective process of six university professors. |
Trigwell, K., Martin, E., Benjamin, J., and Prosser, M. (2000) Scholarship of Teaching : a model, Higher Education Research and Development, 19(2), 155-169. |
Online |
This paper presents a model which describes the scholarship of teaching. It explores what scholarship of teaching means, both in terms of the way it is represented in the literature and also the way it is understood by academic staff themselves. From this information, a multi-dimensional model of scholarship of teaching is derived, which captures the variation found in the literature and empirical studies. An illustration of how the model is used in informing the design of programs for development of the scholarship of teaching in universities is also presented. |
Internet resources
| Details | Abstract |
|---|---|
| Australian Scholarship of Teaching Project website | This is a project between RMIT University, University of Technology Sydney, La Trobe University, and Griffith University. The project's intention is to develop and support university teachers in their scholarly practice and to communicate the scholarship of teaching widely throughout the Australian higher education community. The website currently has two modules available plus a paper entitled "Scholarship of Teaching : a model" which has been authored by Keith Trigwell, Elaine Martin, Joan Benjamin and Michael Prosser. |
| The Australian Universities Teaching Committee | The Australian Universities Teaching Committee was established in 2000 as part of the Government's commitment to promoting quality and excellence in university teaching and learning in Australia. The AUTC has a brief to identify emerging issues in teaching and learning in Australian universities. The Committee is also responsible for the selection process for the prestigious Australian Awards for University Teaching. |
| The Carnegie Foundation for the Advancement of Teaching | The Carnegie Foundation is a major international centre for research and policy studies about teaching. It's mission is to address how best to achieve lasting student learnin, and how to assess the impact of teaching on students. This site has a number of resources available and it draws attention to a number of notable publications. |
| The Higher Education Research and Development Society of Australasia | HERDSA is a scholarly society for people committed to the improvement of teaching and learning in higher education. HERDSA works to :
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| UltiBASE | UltiBASE is a peer reviewed e-journal and resource for tertiary teachers. It's aim is to promote teaching best practice in the Humanities, Social Sciences and Education in all tertiary settings. |
Related guides/information
There are four other related guides which combine to make the QUT Teaching Capabilities Framework Resource Guide. These are :
- Whole of Framework Resources
- Engaging Learners
- Designing for Learning
- Assessing for Learning
- Managing for Learning
If you have any suggestions for publications which could be included in this guide please contact us.