Knowledge for teaching, knowledge about teaching: exploring the links between education research, scholarship of teaching and learning (SOTL) and scholarly teaching
The relationship between education research and the scholarship of teaching and learning
(SOTL) is still debated, while a distinction has been made between scholarly teaching and
SOTL. This study compares and contrasts two programmes of work that took place in a
particular 2nd year engineering course, both led by the author. The first programme was an
educational research project investigating student learning in the course. The second
programme was a period of teaching, leading to some SOTL output. Analysis of the
knowledge drawn on in teaching, confirms that good university teaching is not a direct
application of research findings but rather draws on a broad and largely tacit practical base
of knowledge. The article also offers a deliberation on whether it is productive to maintain
the distinction between education research and SOTL.
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