Abstract
The scholarship of teaching and learning (SOTL) is conceptualized as a transformative learning process and social practice that is informed by certain types of critical reflection and virtues. A distinction is drawn between formal and informal inquiries into teaching and learning; yet it is argued that both forms involve peer review and going public, and both could lead to fresh insights, transformed perspectives on teaching, and, by extension, improved teaching practices, better student learning and enhanced benefits to society. While this theoretical viewpoint is not mainstream, it is suggested that it could usefully extend SOTL (and perhaps also 'Wissenschaftsdidaktik').
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