ABSTRACT
This chapter considers how university teachers can become researchers of their teaching practice by reflecting on the interactions which take place in seminars and tutorials. Based on the notion of scholarship of teaching and learning (SoTL), the chapter looks at the ways in which practitioners in higher education can identify and implement SoTL by studying their own teaching and highlighting elements which constitute good or even exemplary practice. The central argument is that SoTL can be advanced through reflective practice when university teachers are given something to reflect on and something to reflect with. Here, the focus of reflection is classroom interaction, which underpins much of what is learnt in any classroom. As previous studies have shown convincingly, understandings of teaching and learning can be enhanced through a detailed understanding of interaction. In this chapter, the case is made for university teachers to study and improve their Classroom Interactional Competence (CIC, Walsh 2013) through evidence-based reflection.
