SECTION A: INTRODUCTION

SECTION A: INTRODUCTION

This is an abbreviated version of Module 1. The full version can be downloaded by clicking HERE

Aims:

Acquire an informed understanding of the use of the concepts teaching, learning and scholarship.
Develop a justified view of the meaning of the term "scholarly teaching"
And appreciate the integral role of reflective practice in scholarly teaching

Topic 1:
What are teaching, learning, scholarship and scholarly teaching?

Examine the conceptual model
Not shown is the underlying moral relationship between teacher and learner; but it is always there. Teachers are under a special obligation to help or enable students to learn- to make learning possible.

Read
Read the following as background for this introduction:

Ramsden, Chapter 1: pages 4-9 on Learning, Teaching and Reflection
Ramsden, Chapter 2: all, on teaching
Prosser & Trigwell., Chapter 1: all, on Learning, Teaching and Scholarship (Chapter 8 recapitulates and systematises all this)

Topic 2: What are reflection and reflective practice? And how is reflective practice related to scholarly teaching?

Read :

Prosser &Trigwell, pp 137-142 describe teachers reflecting on their aims in teaching a course
ditto- pp 151-2 summarise teachers' perceptions of the environments in which they operate
ditto- pp. 160-2 describe teacher's adoption of a reflective approach towards evaluation
ditto- pp 166-170 propose three "tests" for good teaching -each involves a reflective stance.
Ramsden: pp 96-103 "Six principles of effective teaching; Principle #6 is reflective practice
ditto- pp. 118-119 place of reflection in model of good teaching.

Reflect:
By the end of this section of study you have now been introduced to each item in the opening conceptual "lexicon", the list of key ideas mentioned in the Aims. It would therefore make sense as a reflective activity to conclude the Section by writing down, in your own words, notes on your present conception of each of those key terms: learning; teaching; scholarship; scholarly teaching; reflection; reflective practice. Remember - there is no "right" conception. But it is important to appreciate how the terms will be used in the sections that follow, and we hope that our approach will prove to be closely in line with informed current usage.

This touches on another criterion for "scholarly teaching", conversance with the technical language of the field; one can converse intelligibly with other teacher-scholars, make sense of what they and other researchers write, and maybe oneself contribute to written scholarship about teaching. This is the main topic of Module 2.

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Aims:	Acquire an informed understanding of the use of the concepts teaching, learning and scholarship. Develop a justified view of the meaning of the term "scholarly teaching" And appreciate the integral role of reflective practice in scholarly teaching
Topic 1:	What are teaching, learning, scholarship and scholarly teaching? Examine the conceptual model Not shown is the underlying moral relationship between teacher and learner; but it is always there. Teachers are under a special obligation to help or enable students to learn- to make learning possible.
Read	Read the following as background for this introduction: Ramsden, Chapter 1: pages 4-9 on Learning, Teaching and Reflection Ramsden, Chapter 2: all, on teaching Prosser & Trigwell., Chapter 1: all, on Learning, Teaching and Scholarship (Chapter 8 recapitulates and systematises all this)
Topic 2:	What are reflection and reflective practice? And how is reflective practice related to scholarly teaching?
Read :	Prosser &Trigwell, pp 137-142 describe teachers reflecting on their aims in teaching a course ditto- pp 151-2 summarise teachers' perceptions of the environments in which they operate ditto- pp. 160-2 describe teacher's adoption of a reflective approach towards evaluation ditto- pp 166-170 propose three "tests" for good teaching -each involves a reflective stance. Ramsden: pp 96-103 "Six principles of effective teaching; Principle #6 is reflective practice ditto- pp. 118-119 place of reflection in model of good teaching.
Reflect:	By the end of this section of study you have now been introduced to each item in the opening conceptual "lexicon", the list of key ideas mentioned in the Aims. It would therefore make sense as a reflective activity to conclude the Section by writing down, in your own words, notes on your present conception of each of those key terms: learning; teaching; scholarship; scholarly teaching; reflection; reflective practice. Remember - there is no "right" conception. But it is important to appreciate how the terms will be used in the sections that follow, and we hope that our approach will prove to be closely in line with informed current usage. This touches on another criterion for "scholarly teaching", conversance with the technical language of the field; one can converse intelligibly with other teacher-scholars, make sense of what they and other researchers write, and maybe oneself contribute to written scholarship about teaching. This is the main topic of Module 2.