The Teaching Portfolio in Principle and in Practice
"Changing the status of the problem in teaching from terminal remediation to ongoing investigation is precisely what the movement for a scholarship of teaching is all about." (Bass, 1999: 1). A: From "scholarly teaching" to "scholarship of teaching (and learning)" Ernest L. Boyer (1990), advocated that the idea of scholarship in higher education needed to be broadened to include teaching as well as the dimensions of discovery, integration (later changed to engagement), and application. Boyer made a strong case for a “scholarship of teaching”, but he never clearly defined the term. Pat Hutchings and Lee Shulman (1999) made the following distinctions: 1. Excellent Teaching : i nvolves teaching well, engaging students, and fostering important forms of student learning. 2. Scholarly Teaching : in addition to the characterises of excellent teaching, scholarly teaching entails practices of formative assessment and evidence gathering, is informed not only b