This paper was
about a model for pedagogical competence (Olsson et al., 2010), integrating
theory and practice in the Scholarship of Teaching and Learning (SoTL). The
model involves four essential aspects - pedagogical practice or actual teaching
activities related to student learning; observation of teaching and student
learning; theory or theoretical knowledge of teaching and student learning; and
planning as a means for improved pedagogical practice.
They argue
for teachers’ observations of teaching to be both about self and peer
reflection and student learning, together with reflected theoretical reasoning,
to be especially important factors to promote SoTL in higher education. However
they support the view of Sinatra and Pintrich (2003) that the teacher should to
a large extent govern the process leading to development. Consequently they argue
for teachers’ own observations of teaching and learning activities to be the
single most important factor to promote a scholarly development. Reflection is
an essential characteristic of SoTL and integrated in all parts of their model.
They used a
large amount of empirical data to develop their model including more than 100
Teaching Portfolios written by teachers from different subjects, faculties and
universities in Sweden, together with teachers’ SoTL papers from local Campus
Conferences, and texts written for a campus News Letter about teaching and
learning.
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