The Scholarship of Teaching as an Action System
Abstract
The authors extend an earlier analysis (1995b) of an overall scholarship action system to the study of the scholarship of teaching action system, which is one of the four functional subsystems of the overall scholarship action system. Applying the Parsonian four-function paradigm to the scholarship of teaching action system suggests that this subsystem itself has four subsystems, each one characterized by its own distinctive functional imperative: (1) scholarship of pedagogical content knowledge (pattern-maintenance function); (2) graduate training (adaptation function); (3) reflective teaching (goal-attainment function); and (4) faculty evaluation and development (integration function). Some implications of this analytic classification are discussed.
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