Placing Theory in the Scholarship of Teaching and Learning
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| Title: | Placing Theory in the Scholarship of Teaching and Learning |
|---|---|
| Language: | English |
| Authors: | Hutchings, Pat, Huber, Mary Taylor |
| Source: | Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice. 2008 7(3):229-244. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 16 |
| Publication Date: | 2008 |
| Document Type: | Journal Articles Opinion Papers |
| Education Level: | Higher Education |
| Descriptors: | Educational Research, Scholarship, Academic Achievement, College Faculty, Teaching Methods, Higher Education, Role Theory |
| DOI: | 10.1177/1474022208094409 |
| ISSN: | 1474-0222 |
| Abstract: | As the scholarship of teaching and learning matures as a field, the place of theory has garnered growing attention. Educational research and the learning sciences can certainly contribute, but professors who view their classrooms as sites for inquiry draw from a wide range and variety of theoretical foundations. With their diverse efforts in view, we ask: Which (and whose) theories are most relevant? What is the role of theory in different (disciplinary and other) contexts? How can scholarship of teaching and learning both build on and contribute to theory that improves classroom practice and student learning? Our argument is that theoretical pluralism can help keep the scholarship of teaching and learning movement vital and open. |
| Abstractor: | As Provided |
| Number of References: | 43 |
| Entry Date: | 2008 |
| Accession Number: | EJ808763 |
| Database: | ERIC |
| Abstract: | As the scholarship of teaching and learning matures as a field, the place of theory has garnered growing attention. Educational research and the learning sciences can certainly contribute, but professors who view their classrooms as sites for inquiry draw from a wide range and variety of theoretical foundations. With their diverse efforts in view, we ask: Which (and whose) theories are most relevant? What is the role of theory in different (disciplinary and other) contexts? How can scholarship of teaching and learning both build on and contribute to theory that improves classroom practice and student learning? Our argument is that theoretical pluralism can help keep the scholarship of teaching and learning movement vital and open. |
|---|---|
| ISSN: | 1474-0222 |
| DOI: | 10.1177/1474022208094409 |
