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Embracing SoTL in Malaysia: Redefining My Role From Traditional Researcher to Reflective Educator
Abstract
This chapter outlines the author's own experience as a SoTL practitioner which begins with description of the educational background which came from a part of a culture that emphasized traditional research and publications, with teaching viewed as knowledge transmission. As a student the notion of the teacher as an expert was reinforced which leading to initially focus on knowledge transmission as a university lecturer. Through SoTL, the author realized the importance of examining one's teaching practices and identifying areas for improvement and this shift made the author to become a more intentional and reflective educator. While the author still navigates the challenges of integrating SoTL into a culture that prioritizes disciplinary research, it is believe that sharing her SoTL journey can contribute to the dialogue of SoTL practice in our Asian regions.
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