ABSTRACT
Although there has been considerable emphasis in current research in tourism on developing a systematic and rigorous body of knowledge about tourism education, it is noteworthy that remarkably little attention has been given to the conduct of teaching itself, particularly teaching evaluation for higher education in tourism. That few researchers participate in codifying what we know about teaching, identifying research agendas, and creating new knowledge presents a problem. The activity of teaching constitutes an integral part of the educational context. It is within the context of teaching that the curriculum is interpreted and acted upon, where the link between students and institutions is almost always created and provided. These fundamental assumptions behind the literature on the general field of education have led most educational researchers to subscribe to the assertion that research on education depends for its advancement most heavily on research about teaching (Winne & Marx, 1977). In the current context, this presumption suggests that by ignoring the significant contributions that knowledge about teaching can make to the field, the body of research on tourism education disenfranchises an integral part of its knowledge base.
