期刊名称：International Journal for the Scholarship of Teaching and Learning
印刷版ISSN：1931-4744
出版年度：2016
卷号：10
期号：2
页码：2
出版社：Georgia Southern University
摘要：This study explores the Scholarship of Teaching and Learning (SoTL) as a form of troublesome knowledge (Perkins 1999) that continues to trouble its practitioners. Forty-eight higher education professionals from six countries described their understanding of SoTL in an online survey; ten individuals participated in follow-up interviews to consider how SoTL experiences shape, support, or hinder academic identity and knowing. We categorize our findings according to the dynamic factors—personal, relational, and contextual—identified by Lieff et al (2012); we argue that SoTL serves to illuminate and expose tensions created by competing values and that these values can lead to, or create, a troublesome space wherein promoting SoTL can be enabling and disabling.
关键词：higher education; academic identity; troublesome knowledge; scholarship of teaching and learning
