As part of your Reflective Account of Practice (RAP) you need to show how your teaching is underpinned by theory. In our case this will mostly entail referring to the literature on pedagogy in higher education/the Scholarship of Teaching and Learning (SoTL)

Demonstrating 'impact':

You are required to demonstrate the impact that the activities you engage in have on teaching and learning/on colleagues. The article below may give you some ideas as to how to go about doing that:

'There is a wide range of thinking in terms of how impact can be identified, captured and communicated effectively. This Forum Insight introduces some key evidence-based considerations regarding impact within the context of teaching and learning in higher education. The Insight is based on an extensive review of the literature related to impact, key examples of which have been included'. National Forum for the Enhancement of Teaching & Learning in Higher Education. (2019) 'Evidence-based Insights About Impact in Teaching and Learning'. DOI: 10.6084/m9.figshare.10078121

If your application for fellowship is driven by recommendations in the appraisal process, it is worth noting that while Botham (2018) concludes that 'engagement with an institutional HEA accredited PSF scheme leads to positive change in a scheme applicant’s perception of their practice and supports wider academic development of colleagues through mentorship and leadership', when investigating the impact of an institutional fellowship scheme Shaw (2018) found that 'whilst such schemes may be an acceptable form of retrospective benchmarking, the ongoing developmental impact may be limited.'

Bamber & Stefani argue that reconceptualising ‘impact’ as ‘evidencing value’ could release us from inadequate or instrumental approaches to evaluation.

See Healey, et al. (2019) for an article on writing SoTL articles for peer reviewed journals

Defining Scholarship:

Boyer (1990) offers a broad view of Scholarship to include four overlapping areas; Discovery, Integration, Application, and Teaching. He concluded that there is a 'need for a more inclusive view of what it means to be a scholar—a recognition that knowledge is acquired through research, through synthesis, through practice and through teaching'. Categorising your teaching/learning activites along these lines may help you decide how to present them in your RAP, so that you can evidence each aspect of the UKPSF dimensions.

McNabb & Pawlyshyn (2014) offer an excellent summary of the Boyer typology, which is also discussed in this article by Balch (2019).

See also the HEA 'Defining and Supporting the Scholarship of Teaching & Learning: a Sector-wide study'.

Resources:

National Forum for the Enhancement of Teaching & Learning in HE, 'Impact in Higher Education Teaching and Learning: An annotated bibliography of key sources'

Statement of teaching philosophy:

Whilst not essential to include in your reflective account, it can be useful to produce your own statement of teaching philosphy as it underpins your practice and may help you decide how/where to articulate values and core knowledge as you write. 'Beginning the teaching philosophy statement is often the hardest part of writing one. The motivations behind the decisions we make in the classroom can be surprisingly elusive when we try to put them on paper' (O’Neal et al., 2007).

Bibliography:

Bamber, V. & Stefani, L. (2016) 'Taking up the challenge of evidencing value in educational development: from theory to practice'. International Journal for Academic Development, 21:3, 242-254, DOI: 10.1080/1360144X.2015.1100112

Balch, D. E. (2019) 'Scholarship: More Than Just ‘Publish or Perish’'. in Faculty Focus.

Botham, K. A. (2018) 'The perceived impact on academics’ teaching practice of engaging with a higher education institution’s CPD scheme', Innovations in Education and Teaching International, 55:2, 164-175, DOI: 10.1080/14703297.2017.1371056

Boyer, E. L. (1990) Scholarship reconsidered: Priorities of the professoriate. Princeton University Press: New Jersey.

Corrall, S. (2017) Developing a Teaching Philosophy Statement. In: Workshop on Developing a Teaching Philosophy Statement, 19 June 2017 - 19 June 2017, Technological Higher Education Association (THEA), Dublin, Ireland.

Grundman, H. G. (2006) Writing a teaching philosophy statement. Notices of the AMS (PDF), 53(11), 1329-1333.

Healey, M., Matthews, K. E., & Cook-Sather, A. (2019). 'Writing Scholarship of Teaching and Learning Articles for Peer-Reviewed Journals'. Teaching & Learning Inquiry, 7(2), 28-50. https://doi.org/10.20343/teachlearninqu.7.2.3 )

Healey, M., Matthews, K. E., & Cook-Sather, A. (2020) 'Writing about Learning & Teaching in Higher Education'. Open Access pdf https://doi.org/10.36284/celelon.oa3

McNabb, J., and Pawlyshyn, N. (2014) 'Defining Scholarship: Boyer’s 4 Models and The new digital scholarship: A Faculty Conversation'. Northeastern University. Summary of the Boyer typology

Montell, G. (2003) How to Write a Statement of Teaching Philosophy (PDF), from the Chronicle Manage Your Career section of the Chronicle of Higher Education.

O’Neal, C., Meizlish, D., & Kaplan, M. (2007) 'Writing a statement of teaching philosophy for the academic job search'. Centre for Research on Learning and Teaching Occasional Paper no. 23. Available at: http://www.uvm.edu/~aellis5/ONeal.Statement.of.teaching.philosophy.pdf

Shaw, R. (2018) 'Professionalising teaching in HE: the impact of an institutional fellowship scheme in the UK.' Higher Education Research & Development, 37:1, 145-157, DOI: 10.1080/07294360.2017.1336750

Williams, S. (2013 ) 'Writing a statement of teaching philosophy' The 46th Annual International IATEFL Conference & Exhibition, Glasgow, 19-23 March 2012. Published in: Pattison, Tania, (ed.) IATEFL 2012 Glasgow Conference Selections. 239-241. IATEFL, Canterbury. ISBN 9781901095425