The Conceptual Changes and Interpretations with Scholarship of Teaching and Learning

Abstract

Since Boyer proposed SOTL in the 90s of the last century, the connotation of SOTL has been continuously developed. The conceptualization process can be summarized into three phases: emphasizing the teaching of knowledge and valuing the output of teaching, supporting the conceptualization of SOTL with the help of an existing research base in the discipline, and seeking recognition from an institutionalized or methodological perspective. However, in this process, SOTL has also fallen into a crisis whirlpool, including the limitations of teaching academic connotation, the dilemma of interdisciplinarity, and the confusion of teaching academic identity. In order to get out of the crisis whirlpool, many scholars are actively looking for solutions.