Educational scholarship (teaching-learning scholarship) is interacting with knowledge in teaching and learning, rethinking in teaching, learning in the field, and sharing ideas about learning and learning within the field. (Martin, Benjamin, Prosser, and Trigwell , 1999). This kind of education focuses on college-level education and primarily on the classroom and is field-based, and ideally involves application and use (McKinney, 2003). It can be defined as the production of knowledge that is available for critique and general use and, in turn, legitimizes the work of the faculty members at the university. Professors as professional trainers are required to participate in educational research and share it (Toni & Martinson, 2014).

Difference Between Good Teaching, Scholarly Teaching, and Scholarship of Teaching and Learning (SOTL)

We need to differentiate between good education, scholarly teaching, and teaching-learning scholarship. Good education has been defined in many ways, such as student satisfaction ratings or observed judgments. This type of learning education promotes students' outcomes and supports departmental, faculty, and organizational goals (McKinney, 2003). Scholarly teaching is more reliant on instruction than on student learning. For this reason, it is based on personal feedback (Martin, 2007). But teaching-learning scholarship is a systematic study of teaching, or the learning and sharing of results, and it's reviewing and judging through presentation or publication. Presentations can be local, regional, national or international. Education scholarship (teaching-learning scholarship) then shares the criteria that are judged critically by members of an appropriate community, and others can develop it (Shulman, 2001). This kind of education is beyond the scholarly teaching and it relies on student learning and tends to understand how students learn and how education affects the process.

In general, teaching-learning scholarship involves the study of discipline, interdisciplinary teaching and learning of learners, and has an impact beyond the teacher, classroom, department and university. The purpose of the teaching staff is to participate in an accurate and systematic research process in order to critique, improve, strengthen and develop multiple perspectives that can contribute to the awareness of the process of teaching and learning and enriching higher education in the 21st Century.

The Effects of Educational Scholarship (Scholarship of Teaching and Learning)

In 2008, the Carnegie Foundation described the impact of teaching-learning scholarship in these areas:

1.  Helping programs and innovation in higher education
2. Change in teachers' teaching and help to increase our knowledge of the factors that make this change.
3. Changing in how we understand and express learning
4. Direct and indirect impact on students' learning and success

5. Assist in knowledge of the conditions that affect the exchange and improvement of education.
6. Upgrade the strengths of programs related to higher education professions
7. Inform the changes in education policies and practices

8. Impact on the academic life culture

9. Change in our definition and assessment of scholarship(The Center for Teaching and Learning, 2008

Famous Criteria for Teaching-Learning Scholarship

• Turn on goals
• Prepare enough to run
• Choice of methods and evidence
• Significant results
• Propagation and presentation of results
• Criticism and Reflection (Boyer, 1990)

In spite of all these explanations, the word Scholarship of Teaching and Learning may still be ambiguous. A look at different texts suggests that even a comprehensive and general definition precisely for the originator of this kind of education can not be reached, perhaps because of the novelty of the concept or the general nature of education based on critique and judgment. Because everything related to human judgment is relative and ambiguous. However, in this brief, we have tried to provide a general overview of the concept to be addressed in these pages.