On Becoming a Scholarly Teacher

1. On Becoming a Scholarly Teacher CTE 2010Summer 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 PCK Content Knowledge Pedagogical Knowledge

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

6. Review of Reflecting on Teaching Pedagogy Content T.P. Reflectionin and onaction • Course • Curriculum • Profession • Classroom • Students • Yourself • PCK Double & Single Loop Learning CriticallyReflectivePractitioner 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?