A SoTL CoP: More Than Just a Work Team
By Aletta M. du Plessis, Cornelia M. Schreck, Christo A. Bisschoff, Dané Coetzee, Samantha A. Kahts-Kramer and Jacobus J. Oosthuizen
Many academics in developing countries are passionate about teaching, but turning that passion into meaningful research can be a significant challenge. In academia, career advancement is predominantly based more on disciplinary research output than teaching quality, and engaging in Scholarship of Teaching and Learning (SoTL) research often remains a daunting endeavour. This challenge is further compounded by the demands of teaching large classes, managing persistent administrative loads, and navigating the daily socioeconomic challenges typical of developing countries. These factors limit time, energy, and motivation for SoTL, especially for those unfamiliar with it. In 2021, a group of human movement sciences lecturers interested in SoTL entered informal discussions about how to turn their shared enthusiasm for teaching into focused research efforts. Three years later, this group evolved into a sustained SoTL Community of Practice (CoP) with six members. The group has produced tangible outputs including national and international conference presentations, workshops, publications, and information sessions to support other academics interested in SoTL. Upon reflection, we identified a key factor in our success: our CoP functioned not only as a work team focused on outputs and results, but also as a supportive, nurturing network. Our CoP became a space where we could openly discuss difficulties, celebrate successes, and provide mutual support, making the process of engaging in SoTL research more accessible and rewarding. This article reflects on the practices that enabled our SoTL CoP to succeed in both producing scholarly outputs and fostering a collaborative space. These insights may offer valuable lessons to other academics who want to establish and maintain SoTL-focused communities, particularly in challenging environments.
Read the TLI article here.
