Literaturnachweis - Detailanzeige
| Autor/inn/en | Miller-Young, Janice E.; Yeo, Michelle; Manarin, Karen |
|---|---|
| Titel | Challenges to Disciplinary Knowing and Identity: Experiences of Scholars in a SoTL Development Program |
| Quelle | In: International Journal for the Scholarship of Teaching and Learning, 12 (2018) 1, Artikel 3 (6 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1931-4744 |
| Schlagwörter | College Faculty; Program Effectiveness; Semi Structured Interviews; Teacher Attitudes; Scholarship; Instruction; Learning; Qualitative Research; Comparative Analysis; Communities of Practice; Faculty Development; Foreign Countries; Epistemology; Professional Identity; Interdisciplinary Approach; Canada (Calgary) |
| Abstract | Faculty members from five years of an annual Scholarship of Teaching and Learning (SoTL) development program were invited to participate in a study about the impact of SoTL on their teaching, scholarship, and career trajectory. During semi-structured interviews, many expressed feeling discomfort during their journey into SoTL. A qualitative analysis using the constant comparison method showed that this discomfort was sometimes due to contrasts between SoTL and their discipline's epistemology, as well as challenges to their identity as a teacher, researcher, and a colleague. We conclude with suggestions for how faculty development and multidisciplinary SoTL communities of practice can be planned and managed. (As Provided). |
| Anmerkungen | Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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