International Journal for the Scholarship of Teaching and Learning
Volume 1, Number 2, 2007

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Research Article

Abstract

Unearthing the Scholarship of Teaching and Learning in Self and Practice

Bringing the principles and characteristics of the scholarship of teaching and learning into my university classroom has helped me support the development of teaching as scholarly activity for my students while cementing my own commitment in this regard. These students are preservice teachers, who have the opportunity to conduct peer observations and provide feedback to one another establishing a learning commons of sort. While engaged in an initial practicum experience, preservice elementary teachers observe and provide feedback on each other’s teaching.  This paper will describe and analyze this peer observation and feedback activity as part of the cycle of the scholarship of teaching and learning. My engagement in the scholarship of teaching and learning has also stimulated further research in this area among my peers. Establishing praxis in the scholarship of teaching and learning is beneficial at all levels of teaching and learning.

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Bio

Lorraine Gilpin
Georgia Southern University
Statesboro, Georgia, USA
lsgilpin@georgiasouthern.edu

I am an assistant professor of Elementary Education at Georgia Southern University. Prior to entering academe, I taught in public schools in the United States and Jamaica.  My research and publications revolve around multicultural education, particularly as it challenges the status quo; education within the contexts of social class, race, ethnicity, and gender; dual culture teachers and students; and teaching and learning communities.

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