1. On Becoming a Scholarly Teacher
CTE 2010 Summer Institute on
Teaching and Learning

2. Session Objectives
By the end of this session, participants should be able to
Recognize that faculty have specialized forms of teacher-knowledge that can emerge from critical reflection on the intersection of their subject matter (content) and the methods that are most effective for teaching their subject matter (pedagogy)
Explore and personally define what it means to be a scholarly teacher
Consider how Pedagogical Content Knowledge and Critical Reflection can support Scholarly Teaching

3. Question
How do you determine what content to teach in a given class (period)?
How do you determine the method with which you are going to teach?
How do you determine whether the method you employed was effective?

4. Pedagogical Content Knowledge
P C K
Content Knowledge
Pedagogical Knowledge

5. The Critically Reflective Practitioner
Reflection In, and Reflection On Practice Reflection for…
Single Loop vs. Double loop Learning
Espoused Theory vs. Theory in Use

6. Review of Reflecting on Teaching
T.P.
Reflection in and on action
Course
Curriculum
Profession
Classroom
Students
Yourself
PCK
Pedagogy
Double & Single Loop Learning
Critically Reflective Practitioner
Content
Espoused Theory & Theory in Use

7. So… What does scholarly teaching look like to you?
What would you need to be successful?
Is scholarly teaching a worthwhile pursuit?