The scholarly approach, which consists of a mindset that compels a persistent exploration of one's teaching, serves as the mechanism that continues to inform an educator's rationale and classroom practice over time. It is the most central and cohesive element of the model. Figure 1 Traits that characterize the mindset of a scholarly approach include inquiry, reflection and receptiveness. Inquisitive scholars continually question teaching methods with the purpose of improving student learning. They actively reflect on their teaching, openly inviting constructive criticism from peers.
Scholars are receptive to new ideas and demonstrate a willingness to try new teaching techniques.
This scholarly mindset drives an exploration of one's teaching through activities, such as discovery, integration, application and interaction. Discoveries germane to teaching can be made through classroom observation, experimentation and assessment, as well as through activities, such as reviewing the literature and attending conferences. Scholars integrate the results of this exploration with their knowledge of pedagogy and apply their findings to future teaching methods in the classroom. Scholars share their discoveries by interacting with colleagues through discussion, publications and presentations. Without systematic and purposeful implementation, an individual's teaching method may not change significantly over the course of a career.