Editorial: narrative inquiry and critical professional reflection

lcj 18 coverGreg Shaw & Jon Mason

LCJ: Special Edition: Narrative Inquiry, 18, pp. 2-3
http://doi.org/10.18793/LCJ2015.18.01

View full text (pdf 230kb)

Citation
Shaw, G., & Mason, J. (2015). Editorial: narrative inquiry and critical professional reflection. Learning Communities: International Journal of Learning in Social Contexts [Special Issue: Narrative Inquiry], 18, 2-4. DOI: http://doi.org/10.18793/LCJ2015.18.01.

 

Abstract

The scholarship of teaching and learning (SoTL) is now recognised as an important part of a university academic’s teaching work. This recognition has emerged during a period of  significant change over the last 10 to 15 years in which universities have opened up to be more inclusive and today a much higher percentage of people undertake a university education than was the case in the past. Along with changes in the funding of universities, students and governments are expecting better learning outcomes, better learning experiences and better value for money courses. University teaching academics also are now more concerned about the quality teaching and learning and how it is appraised. The engagement in the scholarship of teaching and learning by academics not only provides opportunities for improved learning outcomes from a university experience, but also provides opportunities for academics to engage in scholarship and research of their practice.

 

Creative Commons License
This work is licensed under CC BY-SA