Theorising new possibilities for Scholarship of Teaching and Learning and teaching-focused academics

Definitions and understandings of the Scholarship Teaching Learning (SoTL), scholarly teaching, research are multiple often conflicting. Reflecting on Boyer’s intention for academic work to be recognised as overlapping interconnected, in this paper we examine some commonly assumed models scholarship teaching creation SoTL, light more recent arguments SoTL part policies frameworks. We explore implications these conceptions academics with a mandate engage such teaching-focused academics. Through our analysis, challenge increasing interest defining, separating categorising ‘teaching-focused’ or ‘research-focused’ towards acknowledging supercomplexity present conceptualisations SoTL. suggest shift discourse from shared nuanced understanding that recognises variation ways people practice strength. To end, offer trifocal framework supercomplexity, theoretical reconstruction an ethic care. This appreciates plurality knowing doing opportunity, opening new vistas possibility theory practice.