Transfer of Ownership: Designing for Scholarship of Learning and Teaching

Abstract

Teachers engaged in higher levels of Scholarship of Learning and Teaching (SoLT) is associated with better teaching-learning outcomes. Variety of strategies, like seminars, conferences, trainings etc. is used for elevating teachers to engage in higher levels of SoLT. In this paper, we extend the design principle of “Transfer of Ownership”, available in development research literature, to design teacher professional development (TPD) programmes to target SoLT among in-service teachers. We explain how this design principle was used in implementation of a blended TPD for technology integration among a group of 53 engineering college teachers. At the end of the training, 9 of the teachers who were most engaged in the training had successfully taken ownership of the problem of effective technology integration in their own classroom and had devised action research studies to further investigate it. The results opens up avenues for us in exploring ways of operationalizing “Transfer of Ownership” across multiple modes and scales of TPD implementation.