Expertise and the scholarship of teaching

Ronald Smith

doi:10.1002/tl.17

Expertise and the scholarship of teaching

Ronald Smith

Research output: Journal Publications and Reviews › RGC 21 - Publication in refereed journal › peer-review

24 Citations (Scopus)

Abstract

Faculty can move beyond excellence and develop expertise in teaching as well as in the scholarship of teaching. This author explores growth in teaching and in the scholarship of teaching from three different perspectives on the development of expertise. © 2001 John Wiley and Sons, Inc.

Original language	English
Pages (from-to)	69-78
Journal	New Directions for Teaching and Learning
Volume	2001
Issue number	86
DOIs	https://doi.org/10.1002/tl.17
Publication status	Published - Jun 2001
Externally published	Yes

Bibliographical note

Publication details (e.g. title, author(s), publication statuses and dates) are captured on an “AS IS” and “AS AVAILABLE” basis at the time of record harvesting from the data source. Suggestions for further amendments or supplementary information can be sent to [email protected].

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N2 - Faculty can move beyond excellence and develop expertise in teaching as well as in the scholarship of teaching. This author explores growth in teaching and in the scholarship of teaching from three different perspectives on the development of expertise. © 2001 John Wiley and Sons, Inc.

AB - Faculty can move beyond excellence and develop expertise in teaching as well as in the scholarship of teaching. This author explores growth in teaching and in the scholarship of teaching from three different perspectives on the development of expertise. © 2001 John Wiley and Sons, Inc.

UR - https://www.scopus.com/pages/publications/84980393724

UR - https://www.scopus.com/pages/publications/84980393724#tab=impact

U2 - 10.1002/tl.17

DO - 10.1002/tl.17

M3 - RGC 21 - Publication in refereed journal

SN - 0271-0633

VL - 2001

SP - 69

EP - 78

JO - New Directions for Teaching and Learning

JF - New Directions for Teaching and Learning

IS - 86

ER -

Expertise and the scholarship of teaching

Abstract

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