دورية أكاديمية
Using Legitimation Code Theory to Define and Track the Practice of the Scholarship of Teaching and Learning
| العنوان: | Using Legitimation Code Theory to Define and Track the Practice of the Scholarship of Teaching and Learning |
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| اللغة: | English |
| المؤلفون: | Mark Brooke, Daron Benjamin Loo, Chloe Wong |
| المصدر: | International Journal of Teaching and Learning in Higher Education. 2023 35(2):73-83. |
| الإتاحة: | International Society for Exploring Teaching and Learning. Web site: https://www.isetl.org/ijtlhe |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Scholarship, Instruction, Learning, Higher Education, Transformative Learning, Faculty Development, Theories, Semantics, Knowledge Level, Social Influences, Cultural Influences, Specialization, Pedagogical Content Knowledge |
| تدمد: | 1812-9129 |
| مستخلص: | In this article, we demonstrate how Legitimation Code Theory (LCT) can be enacted to explore the nature of Scholarship of Teaching and Learning (SoTL) in higher education. Specialization and semantics from LCT are applied to define SoTL practice and map cumulative knowledge building processes. As members of the Faculty Development Committee (FDC), we enact LCT tools to conceptualize our professional development. We provide SoTL narratives as well as vignettes depicting how LCT led to positive transformative learning. The article concludes that LCT tools, with their explanatory power, can be utilized to form highly effective components of a faculty development program. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1411956 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1812-9129 |
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