Scholarly Teaching is evidence- based teaching, informed practice (theory guided).
“Both scholarly teaching and the scholarship of teaching are vital to the life of the academy. The purpose of scholarly teaching is to affect the activity of teaching and the resulting learning, while the scholarship of teaching results in a formal, peer-reviewed communication in appropriate media or venues, which then becomes part of the knowledge base of teaching and learning in higher education.” (Laurie Richlin and Milton D. Cox, 2004. p. 127-128)
Scholarly teachers are interested in knowing how, why and when their students are learning. They are interested in finding out what works (or doesn’t work) in their classrooms and why. Scholarly teachers regularly reflect on their teaching and learning practices, read disciplinary and pedagogical literature to expand their knowledge about teaching and learning and/or discuss teaching and learning issues with colleagues. They get feedback from students and/or colleagues to improve practices and enhance learning experiences in their classrooms. They participate in teaching and learning workshops and try to integrate (where appropriate) new ideas about teaching and learning into their everyday practice in classrooms.