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Teaching Excellence, Teaching Expertise, and the Scholarship of Teaching

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Abstract

The previous decade witnessed significant advancements in the scholarship of teaching at the levels of both theory building and program development. Notwithstanding these achievements, there remains considerable ambiguity regarding the meaning of the concept. This ambiguity has implications for faculty evaluation. Excellence in teaching, expertise in teaching, and the scholarship of teaching are analyzed according to the nature and sources of knowledge construction underlying each. Practical examples are included to illustrate differences. It is argued that excellence in teaching and the scholarship of teaching are both important but should be recognized and rewarded in their own right.

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  1. Department of Educational Policy Studies, University of Alberta, Edmonton, Canada

    Carolin Kreber (Associate Professor of Adult and Higher Education)

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  1. Carolin Kreber
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Kreber, C. Teaching Excellence, Teaching Expertise, and the Scholarship of Teaching. Innovative Higher Education 27, 5–23 (2002). https://doi.org/10.1023/A:1020464222360

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