In 1997 Ernest Boyer identified the concept of the Scholarship of Teaching. This was the first time that TEACHING had been identified as legitimate scholarship.
Over time this idea has evolved into the movement called “SoTL” or the Scholarship of Teaching and Learning. Many of us are scholarly teachers; we read the literature, plan, assess, reflect, and revise.
But what makes our teaching scholarship is very different. Lee Shulman (1999) clearly delineated the difference. To be scholarship, teaching must become public, be an object of critical review and evaluation by members of one’s community, and it must be built upon and developed.