A qualitative case study on the development of the scholarship of teaching and learning: Centred on primary and secondary school teachers
Vol 8, Issue 12, 2024
VIEWS - 37 (Abstract) 15 (PDF)
Abstract
This study aims to explore the perceptions of the Scholarship of Teaching and Learning (SoTL) of primary and secondary school teachers in C City, China, as well as the challenges they face in developing these abilities. Through narrative inquiry involving five current teachers, the research collected their personal experiences in the development of teaching and academic abilities, with data gathered through semi-structured interviews. The findings reveal that teachers are primarily driven by external forces, professional identity, personal growth, and the need to improve teaching quality in their efforts to enhance teaching and academic abilities. However, they also encounter challenges such as teaching pressures, time management difficulties, insufficient school support, and declining energy. To overcome these obstacles, teachers have adopted strategies such as time management, task allocation, and cognitive enhancement. The study concludes by recommending that through the combined efforts of teachers, schools, and society, a strong professional belief system should be established, and a supportive environment should be created to collaboratively promote the development of teaching and academic abilities among primary and secondary school teachers, thereby fostering their professional growth.
Keywords
Full Text:
PDFReferences
Boyer, E. L. (1990). Scholarship Reconsidered: Priorities of the Professoriate. Princeton University Press.
Boyer, E. L. (1996). The Scholarship of Engagement. Bulletin of the American Academy of Arts and Sciences, 49(7), 18. https://doi.org/10.2307/3824459
Clandinin, D. J. (2022). Engaging in Narrative Inquiry, 2nd ed. Routledge.
Costantino, T. E. (2001). Review of Narrative inquiry: Experience and story in qualitative research; Personalizing evaluation. Visual Arts Research, 27(1), 107–111.
Creswell, J. W., & Poth, C. N. (2016). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. SAGE Publications.
Du, W., & Li, B. H. (2019). The loss and reconstruction of primary and secondary school teachers’ identity. Research on Basic Education, (23), 26-28.
Gilpin, L. S. (2011). SoTL Trades. International Journal for the Scholarship of Teaching and Learning, 5(2). https://doi.org/10.20429/ijsotl.2011.050204
Gurm, B. (2009). Is All Scholarship Equally Valued? Fusion of Horizons on the Definition and Status of Scholarship. International Journal for the Scholarship of Teaching and Learning, 3(2). https://doi.org/10.20429/ijsotl.2009.030226
Huber, M. T., & Morreale, S. P. (2002). Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground. AAHE Publications Orders, P.
Hutchings, P., & Shulman, L. S. (1999). The Scholarship of Teaching: New Elaborations, New Developments. Change: The Magazine of Higher Learning. https://doi.org/10.1080/00091389909604218
Kreber, C. (2003). The scholarship of teaching: A comparison of conceptions held by experts and regular academic staff. Higher Education, 46(1), 93–121. https://doi.org/10.1023/A:1024416909866
Kreber, C. (2007). What’s It Really All About? The SoTL as an Authentic Practice. International Journal for the Scholarship of Teaching and Learning, 1(1). https://doi.org/10.20429/ijsotl.2007.010103
Labov, W. (1972). Language in the Inner City: Studies in the Black English Vernacular. University of Pennsylvania Press.
Labov, W., & Waletzky, J. (1997). Narrative analysis: Oral versions of personal experience. Journal of Narrative & Life History, 7(1–4), 3–38. https://doi.org/10.1075/jnlh.7.02nar
Li, X. (2020). The academic scholarship of teaching in primary and secondary schools: Four-dimensional characteristics and development paths. Curriculum, Teaching Material, and Methodology, 40(8), 53-59.
Liu, G., Cai, C. M., & Pang, L. (2019). Nalysis and exploration of the concept and essence of teaching scholarship. Exploration of Higher Education, (11), 46-51.
Liu, X. D. (2019). A meta-analysis of domestic research on teaching scholarship. Journal of Hebei Agricultural University (Agricultural and Forestry Education Edition), 20(02), 40-43.
Ma, J., & Hai, X. H. (2024). Research on promotion mechanisms and paths for outstanding primary and secondary school teachers to participate in the training of normal students. Theory and Application of Education, 6(1), 117-119.
Malaney, G. D. (2002). Scholarship in Student Affairs through Teaching and Research. NASPA Journal, 39(2), 132–146.
Pang, L. J., Wang, H. L., Zhang, Y. Q., et al. (2024). Willingness, needs, and suggestions for improving the professional ability of primary and secondary school teachers in the context of high-quality educational development. Journal of Beijing Normal University (Social Sciences Edition), (4), 39-47.
Proctor, E., Powell, B., & McMillen, J. (2019). Implementation science and teacher professional development: Understanding and supporting effective professional development practices. Journal of Educational Change, 20(3), 243-268. https://doi.org/10.1007/s10833-019-09345-0
Prosser, M. (2008). The Scholarship of Teaching and Learning: What is it? A Personal View. International Journal for the Scholarship of Teaching and Learning, 2(2). https://doi.org/10.20429/ijsotl.2008.020202
Riessman, C. K. (2015). Entering the Hall of Mirrors. In: The Handbook of Narrative Analysis. University of Nebraska Press. pp. 219–238. https://doi.org/10.1002/9781118458204.ch11
Wang, P. (2005). From legality to rationality: The positioning problem of teaching research for primary and secondary school teachers. Educational Theory and Practice, 2005(5), 33-36.
Wang, R. M. (2021). Reflection and reconstruction of the development mechanism of university teachers in the new era. Heilongjiang Higher Education Research, (5), 86-88.
Xue, X. C. (2021). How to construct theoretical awareness among primary and secondary school teachers: Reflections based on the transformation of educational theories. Research on Educational Development, 41(20), 45-50.
Yang, S., & Chi, S. (2023). The value, dynamic dilemma, and breakthrough of the development of teaching scholarship ability for primary and secondary school teachers: Based on Lewin’s field theory. Educational Theory and Practice, 23, 35-40.
Yang, Y. (2018). Teaching scholarship: The core lifeline of teachers’ professional development. Beijing Education (General Education Edition), 11, 15-19.
Zhao, J. S. (2021). Supporting first-class undergraduate education with teaching scholarship culture. China Higher Education, (6), 51-53.
Zhu, Z. M. (2023). Perspective on professional development: Positioning evolution and path expansion. Theory and Practice of Education, 43(14), 29-32.
DOI: https://doi.org/10.24294/jipd.v8i12.8637
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Ping Yong, Yang Long
License URL: https://creativecommons.org/licenses/by/4.0/
This site is licensed under a Creative Commons Attribution 4.0 International License.