ABSTRACT
Teaching often draws on contextual knowledge and folk wisdom that faculty members develop and gather over time, first as students and then from their experiences working with students (Carr and Kemmis 1968). Individual teachers assemble partially tacit knowledge that includes unexamined assumptions, fundamental misconceptions, lapses in logic, emotional responses, and, yes, many valid observations and successful practices. Teaching has also long been treated as a private matter, grounded in the mentoring relationship between student and ‘expert’. How, then, to change an institutional culture so that teaching becomes open to formative examination, and learning becomes a truly common goal available for improvement?
