Recognizing Impact and Reinvigorating Practice: 20 Years of ISSOTL – International Society for the Scholarship of Teaching and Learning (ISSOTL). What works? (Inquiry into the effectiveness of teaching practices and pedagogical approaches)

Recognizing Impact and Reinvigorating Practice: 20 Years of ISSOTL – International Society for the Scholarship of Teaching and Learning (ISSOTL). What works? (Inquiry into the effectiveness of teaching practices and pedagogical approaches)

In the field of education, the question of what works in teaching practices and pedagogical approaches has long been a topic of discussion and inquiry. For the past 20 years, the International Society for the Scholarship of Teaching and Learning (ISSOTL) has been at the forefront of recognizing the impact of teaching and learning and reinvigorating the practice.

One of the key aspects of ISSOTL's work is the exploration of online faculty development practices. With the onset of the COVID-19 pandemic, online teaching became the norm, and it was essential to ensure that faculty members were equipped with the necessary skills and knowledge to navigate this new landscape. In analyzing the qualitative responses of participants a year later, it became evident that certain practices implemented during the online faculty development program had enduring effects.

The inquiry into the effectiveness of teaching practices and pedagogical approaches is not limited to online settings. ISSOTL invites proposals that address this foundational question in various contexts, reflecting the diversity of scholarly work in the field of teaching and learning. This inclusivity allows for the exploration of different paradigms and research methodologies.

Research paradigms play a crucial role in shaping our understanding of the world and in informing our teaching practices. In social science, there are multiple paradigms that guide research methods, data collection, and ethics. These paradigms provide a framework for viewing the world and influence how researchers approach their inquiries.

The positivist framework is based on the assumption that society can and should be studied empirically and scientifically. Positivists seek to uncover "the truth" through rigorous data collection and analysis. On the other hand, the social constructionist framework posits that truth is not an absolute concept but is socially constructed and ever-changing. This perspective recognizes the influence of cultural, historical, and social factors on our understanding of reality.

Another paradigm, the critical paradigm, focuses on power, inequality, and social change. It seeks to challenge existing power structures and advocate for social justice. The critical paradigm acknowledges that knowledge is not neutral and that research should be used as a tool for social transformation.

Lastly, the postmodernist paradigm challenges the notion of objective truth and embraces the idea that multiple truths can coexist. Postmodernism recognizes the role of language, discourse, and individual perspectives in shaping our understanding of the world. It encourages reflexivity and critical thinking in research and teaching practices.

While these paradigms may seem distinct and separate, there are commonalities that can be identified. For instance, all paradigms acknowledge the importance of context in shaping our understanding of teaching and learning. Whether it is the empirical data collected by positivists or the socially constructed realities explored by social constructionists, context plays a fundamental role.

Additionally, all paradigms recognize the need for ongoing reflection and adaptation in teaching practices. The enduring effects of the online faculty development program mentioned earlier highlight the importance of being responsive to the ever-changing educational landscape. By incorporating insights from different paradigms, educators can adapt their practices to better meet the needs of their students.

In conclusion, the inquiry into the effectiveness of teaching practices and pedagogical approaches is a complex and multifaceted endeavor. ISSOTL's work over the past 20 years has been instrumental in recognizing the impact of teaching and learning and reinvigorating the practice. By exploring different paradigms and incorporating unique insights, educators can continue to enhance their teaching practices and contribute to the scholarship of teaching and learning.

Actionable advice for educators:

1. Embrace reflexivity: Reflect on your own assumptions and biases, and consider how they may shape your teaching practices. Engage in ongoing self-reflection to ensure that your approach to teaching is inclusive and responsive to the needs of your students.

2. Incorporate multiple perspectives: Recognize the value of diverse viewpoints in shaping our understanding of teaching and learning. Seek out literature and research that represent different paradigms and engage in critical discussions with colleagues to broaden your perspective.

3. Stay informed and adaptable: The field of education is constantly evolving, and it is essential to stay informed about the latest research and developments. Be open to new ideas and be willing to adapt your teaching practices to meet the changing needs of your students.

By incorporating these actionable advice, educators can continue to grow and improve their teaching practices, contributing to the scholarship of teaching and learning and ultimately enhancing the educational experience for their students.