Teaching and learning scholars

Today “the serious study that undergirds good teaching” (Boyer, 1990, p. 23) is understood to include not just knowledge of the discipline, but also “the latest ideas about teaching the field” (Hutchings & Shulman, 1999, p. 13).

Teaching and learning have both become more public: staff reflect on their teaching in ways that can be shared with a wider community of educators, and we use a variety of evidence-gathering and documentation strategies.

Today’s scholars of teaching and learning:

• treat their classrooms and programs as a source of interesting questions about learning;
• find ways to explore and shed light on these questions;
• use this evidence in designing and refining new activities and assessments; and
• share what they’ve found with colleagues who can comment, critique and build on new insights (Huber & Hutchings, 2005, as cited in Hutchings et al., 2011, Chapter 1). 

 

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