Using Legitimation Code Theory to Define and Track the Practice of the Scholarship of Teaching and Learning

Brooke, Mark ORCID: 0000-0002-3071-6806, Loo, Daron and Wong, Chloe (2023) Using Legitimation Code Theory to Define and Track the Practice of the Scholarship of Teaching and Learning. International Journal of Teaching and Learning in Higher Education, 35 (2). pp. 73-83.

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Abstract

In this article, we demonstrate how Legitimation Code Theory (LCT) can be enacted to explore the nature of Scholarship of Teaching and Learning (SoTL) in higher education. Specialization and semantics from LCT are applied to define SoTL practice and map cumulative knowledge building processes. As members of the Faculty Development Committee (FDC), we enact LCT tools to conceptualize our professional development. We provide SoTL narratives as well as vignettes depicting how LCT led to positive transformative learning. The article concludes that LCT tools, with their explanatory power, can be utilized to form highly effective components of a faculty development program.

Item Type:	Article
Article Type:	Article
Subjects:	L Education > LB Theory and practice of education
Divisions:	Schools and Research Institutes > School of Education and Science
Research Priority Areas:	Society and Learning
Depositing User:	Mark Brooke
Date Deposited:	13 Sep 2023 11:15
Last Modified:	13 Sep 2023 13:15
URI:	https://eprints.glos.ac.uk/id/eprint/13156

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