Validity through Dialogue

Barbara Cambridge

Abstract


Teaching & Learning Inquiry takes responsibility for engaging in what Senge
(2006) calls “reflective openness,” encouraging a range of appropriate epistemologies to study teaching and learning. The journal, like its parent organization, embodies the role of “intermediary” through the practice of continual examination of ideas and the provisions of “stability, expert depth, and fieldwide
reach” (Bacchetti & Ehrlich, 2006) for the Scholarship of Teaching and Learning.


Full Text:

PDF


DOI: http://dx.doi.org/10.20343/teachlearninqu.1.1.19

PID: http://hdl.handle.net/10515/sy5h98zw6



Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.


CURRENTPREVIOUSSUBMISSIONSALERTSLOGINABOUT

Teaching & Learning Inquiry is the official journal of the
International Society for the Scholarship of Teaching and Learning (ISSOTL)