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What is SoTL

Chapter 11
Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL)
The Scholarship of Teaching and Learning; an inquiry into one's own teaching practice to improve one's teaching. Transformative Learning: “Learning that transforms problematic frames of reference—sets of fixed assumptions and expectations (habits of mind, meaning perspectives, mindsets)—to make them more inclusive, discriminating, open, reflective, and emotionally able to change” ( Mezirow, 2003 , p. 58).
Published in Chapter:
At the Crossroads of Transformative Learning and SoTL: The Flipped Classroom in Teacher Education
Rachel C. Plews (Haute école pédagogique du canton de Vaud, Switzerland) and Moira Laffranchini Ngoenha (Haute école pédagogique du canton de Vaud, Switzerland)
Copyright: © 2020 |Pages: 20
DOI: 10.4018/978-1-7998-2212-7.ch011
Abstract
This chapter explores the ongoing collaboration between an educational developer and a faculty member at a university of teacher education in Switzerland as an inquiry into one's teaching practice to improve the implementation of the flipped classroom approach. Through the lens of transformative learning theory, the chapter examines how SoTL can serve as faculty enrichment in addition to an approach for systematic reflection on practice. Special attention is paid to the role of the educational developer as a mentor throughout the inquiry. The chapter concludes with practical strategies for developing a productive SoTL relationship between educational developers and faculty member, as well as visibility across an institution.
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Chapter 20
Designing a cMOOC for Lecturer Professional Development in the 21st Century
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Chapter 97
Distance Learning and the Scholarship of Teaching and Learning
An inquiry-led, research-based investigation of student learning outcomes that is made public, open for critique, and that builds up a body of knowledge.
Published in Chapter: Distance Learning and the Scholarship of Teaching and Learning; From: Encyclopedia of Distance Learning, Second Edition
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Chapter 2
Supporting Sustained Faculty Engagement in Blended Learning
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