In 1990, Ernest Boyer introduced the scholarship of teaching and learning as a legitimate form of research. It is a systematic investigation of teaching and learning processes. Unlike earlier forms of scholarship, Boyer's "teacher-scholar" model is more flexible, embracing studies in social and environmental challenges as well as those in contemporary life.

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Boyer's "teacher-scholar model is divided into four categories:

1. The scholarship of discovery focuses on original research for the advancement of knowledge.

2. The scholarship of integration focuses on interdisciplinary, cross-disciplinary, and cross-temporal synthesis of information.

3. The scholarship of application investigates the rigorous application of scholarly works that is shared and evaluated by peers.

4. The scholarship of teaching and learning  processes that is shared with the public and evaluated by peers for the advancement of education.

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In my research, I follow Boyer's "teacher-scholar" model, focusing on the scholarship of teaching and learning.

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Reference

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Boyer, E. L., Moser, D., Ream, T. C., & Braxton, J. M. (2016).

 

       Scholarship Reconsidered: Priorities of the Professoriate (Expanded

 

       ed.). San Franciso, CA: Jossey-Bass.