Twenty‐six participants in a university course on learning to teach in higher education completed a repertory grid at the beginning and end of the term. Course content as well as the design of the repertory grid were based on a model of teaching‐scholarship. Upon completion of the course participants' thinking about teaching demonstrated greater integration of various aspects of teaching‐scholarship. Learning about teaching is described as a scholarly activity undertaken by university teachers through the interaction of reflection on their own practice, as well as on research‐based knowledge about teaching. The article makes some observations regarding present professional development practices and provides recommendations regarding the development, delivery, and evaluation of courses intended to promote the scholarship of teaching.
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Carolin Kreber (1999) studied this question.
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