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Scholarship of Teaching and Learning When Bridging Theory and Practice in Higher Education
Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
2010 (English)In: International Journal for the Scholarship of Teaching & Learning, ISSN 1931-4744, E-ISSN 1931-4744, Vol. 4, no 2Article in journal (Refereed) Published
Abstract [en]

This article reports the outcomes of a literature review and empirical data. The aim isto provide a rationale for why bridging the well documented theory-practice gap iscritical for helping academics to develop as teachers in the scholarship of teaching.The question of how Boyer’s concept of scholarship, with a special focus on thescholarship of application and the relation between theory and practice can be takenin consideration when arranging teaching and learning in higher education, isdiscussed. It is argued that an inclusive nature of relationships between theory andpractice is a holistic necessity for professional development. This work builds onprevious studies of professional development by Dreyfus and Dreyfus. The resultsuggests that a well organized mentorship in combination with active participantsare two strategies to interweave theory with practice in teacher training in highereducation in order to support the scholarship of teaching.

Place, publisher, year, edition, pages
Georgia: Georgia Southern University , 2010. Vol. 4, no 2
Keywords [en]
academic development, practice, professional development, scholarship of teaching and learning, teacher training, theory
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Pedagogics
Identifiers
URN: urn:nbn:se:lnu:diva-9982DOI: 10.20429/ijsotl.2010.040223OAI: oai:DiVA.org:lnu-9982DiVA, id: diva2:387592
Available from: 2011-01-14 Created: 2011-01-14 Last updated: 2017-12-11Bibliographically approved

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Stigmar, Martin

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