| The chapter begins with an overview of Boyer’s perspective, synthesising his thinking as it emerged in Scholarship Reconsidered and Scholarship Assessed. We then develop his thinking further, by focusing on the distinction between scholarly teaching and the scholarship of teaching, as defined by Shulman (2004:158) and by focusing on the idea of learning as part of the scholarship of teaching. The chapter will then tease out some implications of scholarship for current practice, focusing on how such teaching is to be documented and developed. |