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Why do we bother? Exploring biologists' motivations to share the details of their teaching practice

Scott, Graham

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Abstract

There exists in the UK (and across the global HE sector) a community of practitioners who define themselves as biologists but who are more than that. They are reflective educators involving themselves in the Scholarship of Teaching and Learning (SoTL). In this paper I explore the motivations of these individuals to disseminate the detail of their teaching practice. I reflect upon my own experience and my observations of the experiences of others and in doing so I explore common enablers/disablers to engagement with SoTL. I discuss the prime importance of a supportive disciplinary SoTL community and of inspirational individuals (peers and managers alike). I reflect upon the tensions that exist between teaching and research focused career paths and I consider the possibility that this tension is of variable significance. I conclude that the barriers to individual engagement with SoTL can be overcome and that the individual drive to do so is a powerful one.

Citation

Scott, G. (2015). Why do we bother? Exploring biologists' motivations to share the details of their teaching practice. F1000Research, 4, https://doi.org/10.12688/f1000research.6129.1

Journal Article Type Article
Online Publication Date Feb 17, 2015
Publication Date 2015
Deposit Date Jun 3, 2015
Publicly Available Date Jun 3, 2015
Journal F1000Research
Electronic ISSN 1759-796X
Publisher F1000Research
Peer Reviewed Peer Reviewed
Volume 4
Article Number 46
DOI https://doi.org/10.12688/f1000research.6129.1
Keywords Biology, Teaching practice
Public URL https://hull-repository.worktribe.com/output/374701
Publisher URL http://f1000research.com/articles/4-46/v1
Copyright Statement © 2015 Scott G. This is an open access article distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Data associated with the article are available under the terms of the Creative Commons Zero "No rights reserved" data waiver (CC0 1.0 Public domain dedication).
Additional Information Copy of article first published in: F1000Research, 2015 at http://f1000research.com/articles/4-46/v1

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Copyright Statement
© 2015 Scott G. This is an open access article distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Data associated with the article are available under the terms of the Creative Commons Zero "No rights reserved" data waiver (CC0 1.0 Public domain dedication).





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