Challenging the Dogma: Toward a More Inclusive VIew of the Scholarship of Teaching
Abstract
The author discusses the limitations of present conceptualizations of the scholarship of teaching and learning. Specifically, she takes issue with the emphasis on presenting and publishing the outcomes of research on teaching and learning as well as the focus on pedagogical content knowledge. Arguing for an interpretation of the scholarship of teaching that is more directly linked to what teachers do in the classroom, and to the underlying rationale for their practice, she attempts to arrive at a more inclusive definition of such scholarship.
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