Scholarship of Teaching and Learning: An Overview

By Patrícia Almeida.

Published by Journal of the World Universities Forum

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Article: Print $US10.00
Article: Electronic $US5.00

The quality of teaching and learning in universities has received much attention over the past two decades and there has been much discussion about what kind of teaching stimulates effective learning. Lately, however, the focus has moved from just teaching to teaching as scholarship. The scholarship of teaching and learning emerged as a fundamental concept to the development of good teaching practices in Higher Education and, consequently, to the enhancement of the quality of student learning. The concept of scholarship of teaching and learning is relatively new and still in its early stages of development. Consequently, there is an enormous variation in the ways scholarship of teaching and learning is understood and represented. The goal of this essay is to present an overview of the scholarship of teaching and learning in Higher Education, as well as to outline a number of suggestions through which the scholarship of teaching and learning may be improved.

Keywords: Higher Education, Scholarship of Teaching, Scholarship of Teaching and Learning, Scholarly Teaching

Journal of the World Universities Forum, Volume 3, Issue 2, pp.143-154. Article: Print (Spiral Bound). Article: Electronic (PDF File; 2.295MB).

Dr. Patrícia Almeida

Researcher, Research Centre for Didactics and Technology in Teacher Education, Department of Education, University of Aveiro, Aveiro, Aveiro, Portugal

Patrícia Albergaria Almeida is currently a Researcher on Higher Education at the Research Centre for Didactics and Technology in Teacher Education (CIDTFF), at the University of Aveiro in Portugal. A graduate in Teaching of Biology and Geology, she proceeded to conclude her Ph.D. in Science Education at the University of Aveiro. Her main research interests are classroom based, looking at how questions promote creativity, active learning, critical thinking, and the understanding of students’ learning process in science. Currently she is also interested on learning styles, new learning and teaching approaches and linking teaching and research in Higher Education. She is the author of papers in the field of questioning, learning styles and chemistry education.

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