Strong collegial networks and a desire for change are important for teachers who develop towards a scholarship of teaching and learning

Background: Teachers undertaking scholarly inquiry into teaching and learning can improve education. Many universities wish to promote such undertakings e.g. with teaching awards and academies.Summary of work: The aim of this study is to better understand circumstances where teachers develop towards a Scholarship of teaching and learning, SoTL, in a research-intensive faculty of medicine and health sciences. We have interviewed teachers who have published peer-reviewed articles on teaching and learning and/or are members of the Teaching Academy.Summary of results: Teachers’ scholarly inquiry into teaching and learning was primarily motivated by their concern for their professional and/or academic field. Important goals were improvement of healthcare and professional skills and values, strengthening of emerging academic disciplines, and professionalization of teaching. Students were seen as future colleagues and important agents for development. SoTL was described as a shared enterprise, where colleagues and extended networks were indispensible. Courses in medical education had been important in providing theory, shared vocabulary and opportunities to exchange experiences and create networks. Award systems and career advantages had not been important. All teachers had permanent positions and described having both freedom and responsibility in their work. Other circumstances described were concern and understanding of learning as a cornerstone of medical or health professions and, for some, similarities between methodologies in educational and medical/health inquiry.Conclusions: Universities who wish to promote scholarly educational development should create opportunities for teachers to meet and create networks across professions and disciplines as well as positions within which teachers can undertake such enterprises. Award systems are probably not as important