Preconceptions, perceptions and misconceptions: embedding scholarship in the teaching of modern languages at university

Penelope Johnson, Simon McKinnon


Scholarship lacks a clear definition in spite of the work carried out by Boyer (1990) and numerous others since. This is particularly problematic in relation to teaching-focused academics for whom engagement with scholarship is important for professional recognition and career progression. This paper analyses data from a survey of research and teaching-focused academics in a UK university department, comparing their conceptualisations of scholarship with institutional definitions. A strategy to improve understanding of and engagement with scholarship is presented and recommendations for a broader understanding of the concept, in keeping with that originally proposed by Boyer, are made.

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