A New Scholarship of Classroom-Based, Open, Communal Inquiry

Autor/in	Parker, Jan
Titel	A New Scholarship of Classroom-Based, Open, Communal Inquiry
Quelle	In: Teaching & Learning Inquiry, 1 (2013) 1, S.23-33 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-4779
Schlagwörter	Teaching Methods; Classroom Research; Learning Processes; Educational Change; Curriculum Development; Discovery Learning; Intellectual Disciplines; Epistemology; Communities of Practice; Undergraduate Students; College Faculty; Teacher Student Relationship; Scholarship; Integrated Curriculum; Student Research; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Entdeckendes Lernen; Geisteswissenschaften; Erkenntnistheorie; Community; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Scholarships; Stipendium; Studentenforschung; Ausland; Großbritannien
Abstract	This article argues that SoTL may draw on and inform other scholarships--of discovery, application and integration--by bringing them into a classroom- and community-based scholarship of communal inquiry. In so doing, SoTL will resist teaching being regarded and evaluated as transmission and delivery of knowledge made elsewhere, reasserting the classroom as the place for the development of knowledge- and meaning-making, the site and focus of "teaching-led research". It outlines a scholarship of communal inquiry which includes students, community and academics, as well as "Discovery" and Teaching and Learning scholars: a boundary-crossing community creating, evaluating and publishing disciplinary knowledge, including from open data and curriculum- and assessment-change processes. Further, that a scholarship of inquiry that is developed in partnership with community interest groups (through scholarship of application projects), grounding and re-valuing the research agenda of higher institutes and professions while reimaging the curriculum, will prepare the student to become that lifelong, practitioner-scholar so needed for our future. (As Provided).
Anmerkungen	University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: http://tlijournal.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01