Exploring the scholarship of teaching

被引：186

作者：

Kreber, C ^{[1
]}

Cranton, PA

机构：

[1] Univ Alberta, Dept Environm Policy Studies, Edmonton, AB T6G 2M7, Canada

[2] Univ New Brunswick, Dept Vocat & Adult Educ, Fredericton, NB E3B 5A3, Canada

来源：

JOURNAL OF HIGHER EDUCATION | 2000年 / 71卷 / 04期

关键词：

D O I：

10.2307/2649149

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article presents a model of the scholarship of teaching, derived from concepts of Mezirow's transformation theory. Three domains of knowledge about teaching are distinguished. We suggest that the scholarship of teaching is acquired through three different kinds of reflection within each domain, involving instrumental, communicative, and emancipatory learning processes. Indicators for the scholarship of teaching are suggested. The model has implications for both faculty development and faculty evaluation.

引用

页码：476 / +

页数：21

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