The Role of Scholarship of Teaching in Faculty Development: Exploring an Inquiry-based Model

Authors

Pamela Adams, University of LethbridgeFollow

Abstract

This paper describes a study in which professors explored and refined their perspectives about pedagogy and university teaching. Results show that collaborative, inquiry-based faculty development influenced their growth as effective educators. More frequent feedback from students and colleagues was seen as a major factor in helping professors improve, while a sustained focus on professional inquiry was seen to contribute to professors’ deeper understanding of the intricacies and complexities of effective university teaching.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Adams, Pamela (2009) "The Role of Scholarship of Teaching in Faculty Development: Exploring an Inquiry-based Model," International Journal for the Scholarship of Teaching and Learning: Vol. 3: No. 1, Article 6.
Available at: https://doi.org/10.20429/ijsotl.2009.030106