|Article: Electronic||Free Download|
Inquiry into teaching is now considered an important aspect of scholarship in higher education, alongside celebrated scholarships of discovery, integration, and application. The late 1980s marked the beginning of systematic investigation into teaching with focus on building pedagogic content knowledge, reflections on teacher’s teaching practices (self-initiated or guided), and improving students’ learning. This article focuses on how teachers can use data collected through critical reflections on practice as the basis of reconstituting and testing out alternative teaching practices that could contribute in improving students’ learning. Based on two research projects that invited two advanced undergraduate teachers to reflect on their practice and attempt alternative teaching practices in order to improve students’ learning, the author gleaned a Scholarly Teaching Model. Both research projects started by eliciting data from teachers’ reflections on their teaching and from Students’ Evaluation of Teaching. Based on that data, each teacher reconstituted and tested out alternative teaching practices as efforts toward improving students’ learning.
|Keywords:||Scholarly Teaching, Teaching, Scholarship of Teaching and Learning, Entrepreneurship, Enterprising Students|
Senior Project Manager:Learning Development, Academic Development, Vaal University of Technology, Vanderbijlpark, Gauteng, South Africa