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Building on Felten’s (2013) SoTL principles and emerging educational development principles, this paper proposes seven SoED principles, adding transforming practice and reflective practice to contextualize SoED within SoTL and educational development. Three cases illustrate these interrelationships and associated tensions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-canadian-journal-for-the-scholarship-of-teaching-and-learning-issue-2-drawing-on-the-principles-of-sotl-to-illuminate-a-path-forward-for-the-scholarship-of-educational-development/595685/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-canadian-journal-for-the-scholarship-of-teaching-and-learning-issue-2-drawing-on-the-principles-of-sotl-to-illuminate-a-path-forward-for-the-scholarship-of-educational-development/595685.png","ImageObject",300,407,{"name":92,"@type":93},"Fans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main goal of the paper on SoED?","Question",{"text":112,"@type":113},"To define guiding principles for engagement in SoED and to contextualize SoED within scholarship of teaching and learning (SoTL).","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many principles for SoED does the paper propose?",{"text":117,"@type":113},"Seven principles for SoED are presented, building on Felten’s (2013) SoTL principles and extending them further.",{"name":119,"@type":110,"acceptedAnswer":120},"What additional principles are added to Felten’s framework?",{"text":121,"@type":113},"The paper adds two additional principles—transforming practice and reflective practice—to better contextualize SoED within educational development and SoTL.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595685,1792188569,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","The Canadian Journal for the Scholarship of Teaching and Learning  \n\n| Volume 8 | Issue 2 | Article 10 |\n| --- | --- |\n| March 2017\u003Cbr>Drawing on the Principles ofSoTL to Illuminate a Path Forward for the Scholarship of Educational Development\u003Cbr>Natasha Kenny\u003Cbr>University of Calgary, nakenny@ucalgary.ca Celia Popovic\u003Cbr>York University, [cpopovic@yorku.ca](cpopovic@yorku.ca)[ ](cpopovic@yorku.ca)Jill McSweeney\u003Cbr>Dalhousie University, [jmmcswee@dal.ca](jmmcswee@dal.ca)[ ](jmmcswee@dal.ca)Kris Knorr\u003Cbr>McMaster University, [knorrk@mcmaster.ca](knorrk@mcmaster.ca)[ ](knorrk@mcmaster.ca)Carolyn Hoessler\u003Cbr>University of Saskatchewan, carolyn.hoessler@usask.ca Shirley Hall\u003Cbr>Wilfrid Laurier University, shall@wlu.ca Nobuko Fujita\u003Cbr>University of Windsor, [nfujita@uwindsor.ca](nfujita@uwindsor.ca)[ ](nfujita@uwindsor.ca)Eliana El Khoury\u003Cbr>UnFoersitowytfialganrya,delikhourtiona@lcalorasrya.ct[http://ir.lib.uwo.ca/cjsotl_rcacea](http://ir.lib.uwo.ca/cjsotl_rcacea)\u003Cbr> Part of the Higher Education and Teaching Commons, and the Other Teacher Education and Professional Development Commons |  |\n\nRecommended Citation  \nKenny, Natasha; Popovic, Celia; McSweeney, Jill; Knorr, Kris; Hoessler, Carolyn; Hall, Shirley; Fujita, Nobuko; and El Khoury, Eliana (2017) \"Drawing on the Principles ofSoTL to Illuminate a Path Forward for the Scholarship of Educational Development,\" The Canadian Journal for the Scholarship of Teaching and Learning: Vol. 8 : Iss. 2 , Article 10.  \nAvailable at: [http://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss2/10](http://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss2/10)  \nDrawing on the Principles ofSoTL to Illuminate a Path Forward for the Scholarship of Educational Development  \nAbstract  \nThere has been growing discourse related to the importance of the scholarship of educational development (SoED), but less discussion related to clearly defining principles for guiding engagement in SoED or contextualizing SoED within literature related to the scholarship of teaching and learning (SoTL). Expanding upon Felten’s (2013) principles for SoTL, as well as evolving discourse related to principles of educational development (e.g., Gibbs, 2013; Taylor & Rege Colet, 2010; Timmermans, 2014), this paper presents seven principles for SoED. Two additional principles (transforming practice and reflective practice) are added to Felten’s principles to further contextualize SoED in relation to educational development and SoTL. Three cases are provided to illustrate educational development, SoTL, and SoED within the context of these principles. The interrelationships between educational development, SoTL, and SoED are complex. While SoED offers many opportunities for further legitimizing the individual and collective practices in educational development, it also presents many additional tensions and questions for further research.  \nOn parle de plus en plus de l’importance de l’avancement des connaissances en pédagogie (ACP), mais on parle moins d’une définition claire des principes qui guident l’engagement enACP ou de la contextualisation de l’ACP dans les publications de la recherche consacrée à l’avancement des connaissances en enseignement eten apprentissage (ACEA). Pour élargir la portée des principes pour l’ACEAprésentés par Felten (2013), ainsi que celle du discours évolutiflié aux principes de la pédagogie (voir Gibbs, 2013; Taylor & Rege Colet, 2010; Timmermans, 2014), cet article présente sept principes pour l’ACP. Deux principes supplémentaires (transformation de la pratique et pratique réflective) sont ajoutés aux principes de Felten afin decontextualiser davantage l’ACP par rapport à la pédagogie et à l’ACEA. Trois cas sont présentés pour illustrer lapédagogie, l’ACEA et l’ACP dans le contexte de ces principes. Les relations entre la pédagogie, l’ACEA et l’ACP sont complexes. Alors que l’ACP offre de nombreuses possibilités pour rendre plus légitimes les pratiquesindividuelles et collectives en pédagogie, il présente également de no","cbCaiq8Sl2km6vwg","https://ap.wps.com/l/cbCaiq8Sl2km6vwg","pdf",669051,"English","# Abstract\n## Principles for SoED\n## Added principles: transforming practice and reflective practice\n## Case illustrations\n## Interrelationships and research tensions","[{\"question\":\"What is the main goal of the paper on SoED?\",\"answer\":\"To define guiding principles for engagement in SoED and to contextualize SoED within scholarship of teaching and learning (SoTL).\"},{\"question\":\"How many principles for SoED does the paper propose?\",\"answer\":\"Seven principles for SoED are presented, building on Felten’s (2013) SoTL principles and extending them further.\"},{\"question\":\"What additional principles are added to Felten’s framework?\",\"answer\":\"The paper adds two additional principles—transforming practice and reflective practice—to better contextualize SoED within educational development and SoTL.\"}]","The Canadian Journal for the Scholarship of Teaching and Learning - Issue 2 - Drawing on the Principles of SoTL to Illuminate a Path Forward for the Scholarship of Educational Development | PDF",1792081645,48]