Scholarship @Blackpool and the Fylde College. Blackpool: The Context High indices of social deprivation, low skills, low wage economy, high unemployment, transitory employment patterns. Widening Participation is a central feature of our provision
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Learning and teaching practices are informed by reflection, evaluation of professional practice, and subject-specific and educational scholarship.
Higher education providers assure themselves that everyone involved in teaching or supporting student learning is appropriately qualified, supported and developed
The UK Professional Standards Framework (UKPSF)
Area of Activity 5
A5: Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices
“The non-researcher teacher is too often limited to transmitting knowledge generated by others, but the scholar-teacher moves from a base of original enquiry… University students should be taught by those who discover, relate and apply, as well as transmit, insights about subjects in which the teacher is expert”
“Scholarship is not an esoteric appendage; it is at the heart of what the profession is all about. All faculty, throughout their careers, should themselves remain students. As scholars they must continue to learn and be seriously and continuously engaged in the expanding intellectual world. This is essential to the vitality and vigour of the undergraduate college”
Debate and discussion draws on the work of Boyer, (1990)
4 Dimensions of Scholarship
The scholarship of discovery involves research.
The scholarship of integration is the process of combining or extracting new meaning from extant knowledge.
The scholarship of application is the process of applying knowledge to some problem in theory or practice.
The scholarship of teaching is the process of teaching.
True scholarship is in the production of a scholarly artefact or output . This is what distinguishes scholarship from CPD
Hutchings & Schulman(1999)