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The scholarship of teaching: risky business in ICT education

Lynch, Juilanne, Sheard, Judithe, Carbone, Angela and Collins, Francesca 2002, The scholarship of teaching: risky business in ICT education, in AARE 2002 : Problematic futures : educational research in an era of uncertainty ; AARE 2002 conference papers, Australian Association for Research in Education, Coldstream, Vic., pp. 1-17.

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Title The scholarship of teaching: risky business in ICT education
Author(s) Lynch, JuilanneORCID iD for Lynch, Juilanne orcid.org/0000-0003-3180-8224
Sheard, Judithe
Carbone, Angela
Collins, Francesca
Conference name Australian Association for Research in Education. Conference (2002 : Brisbane, Queensland)
Conference location Brisbane, Queensland
Conference dates 1 - 5 December 2002
Title of proceedings AARE 2002 : Problematic futures : educational research in an era of uncertainty ; AARE 2002 conference papers
Editor(s) Jeffery, Peter L.
Publication date 2002
Conference series Australian Association for Research in Education Conference
Start page 1
End page 17
Publisher Australian Association for Research in Education
Place of publication Coldstream, Vic.
Summary The idea of the scholarship of teaching was reinvigorated twelve years ago by Boyer's (1990) book, Scholarship reconsidered: Priorities of the professoriate. Since then a considerable body of literature has developed, discussing what the scholarship of teaching might look like, why it is desirable and how it might be encouraged. The scholarship of teaching has been described as including the activities involved in designing, implementing and evaluating teaching and learning, and associated dissemination activities. Over the last few years there has been a resurgence of interest in the role that scholarship might play in the promotion, recognition and reward of good university teaching.

This paper draws on qualitative data that were collected as part of a national study of the major university discipline of Information and Communication Technology (ICT) to generate a framework for describing the context of university teaching and for examining how conducive this context is to the scholarship of teaching. The framework comprises two domains: that of the individual educator and that of the organisational environment in which the educator works. The paper highlights the importance of, and interaction between, these domains, and the role they play in promoting or discouraging the scholarship of teaching.
ISSN 1324-9320
Language eng
Field of Research 130399 Specialist Studies in Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2002
Persistent URL http://hdl.handle.net/10536/DRO/DU:30004839

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