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Professionalizing teaching in higher education? Understanding today’s discourse on scholarship of teaching and learning in relation to the question of widening participation within higher education
Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
2010 (English)In: Abstracts, Active Citizenship, 2010, p. 146-146, article id 164Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Our introduction will contextualize and give a brief background to the last decade´s discussion and request for pedagogically more skilled and trained university teachers. A discourse often framed by and named as Scholarship of Teaching and Training, SoTL. Teaching at university level has until recently, unlike most other educational institutions, not required any formal pedagogical education. In spite of often being skilled after years of teaching, the majority of Swedish university teachers still have less then the recommended ten weeks pedagogical training. The purpose of the workshop is to illuminate the emerging practice SoTL. How is it framed and who and what influences and shapes the discourse? Should it be seen as an embryo to professionalize university teaching by valuing teaching excellence? Or should it be understood as a perceived need for a new kind of pedagogical competence in order to handle the consequences of the rapid expansion of higher education during the 90´s, a change from elite to mass higher education? What actors are participating in the formulation of the need for further pedagogical training of university teachers? The teachers themselves, evaluation teams from authorities such as the Swedish National Agency for Higher Education or course giving pedagogical consultants? What arguments are put forward to legitimize these relatively new requirements? Is it focusing on students needs or is it in relation to Scholarship of Research? What definitions of pedagogical competence are formulated? To give answers to these questions are far beyond the scope of this workshop. However to scrutinize what seems to underpin the contemporary pedagogical discourse might be an important contribution to a critical analyze of present practice in HE. Relevance for Nordic Educational research: There is a need to better understand the practice Scholarship of Teaching and Learning in Higher Education

Place, publisher, year, edition, pages
2010. p. 146-146, article id 164
Keywords [en]
Higher Education, Scholarship of Teaching and Learning, Discourse
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:mau:diva-11133Local ID: 11117OAI: oai:DiVA.org:mau-11133DiVA, id: diva2:1408176
Conference
Nordisk Förening för Pedagogisk Forskning (NERA), Malmö, Sweden (2010)
Available from: 2020-02-29 Created: 2020-02-29 Last updated: 2022-06-27Bibliographically approved

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http://www.mah.se/NERAcongress2010http://www.mah.se/upload/LUT/Konferenser/Abstractbok%20web.pdf

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Ek, Anne-CharlotteMalmberg, Claes

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CiteExportLink to record
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Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf