ABSTRACT
Professionalizing university teaching is essential in the drive to improve students’ learning experience. This may be through taking formal courses such as postgraduate certificates in learning and teaching or by engaging with the scholarship of teaching and learning (SoTL). The chapter has been written to interest all who work in higher education either as teachers, academic developers or whose career trajectories are aimed at academic leadership. Effective teaching depends on what Shulman (1986) defines as pedagogical content knowledge (PCK). By this he means how teachers interpret and transform subject matter in the context of their understanding about how students learn. PCK is developed through reflection on experience, through sharing and collaborating with others and as such it bears a close resemblance to many aspects of pedagogical action research. Some of the challenges of advancing professionalism in university teaching are explored and the contributions of pedagogical action research are explored in relation to continuing professional development. Carrying out action research on one’s own learning and teaching practice is an empowering way of engaging with pedagogical ideas and existing scholarly knowledge.
