In this paper I will show how the introduction of the word scholarship in respect to teaching has become misplaced, ill conceptualised and used to sustain and enhance a particular type of credibility to activities related to the enhancement of learning and teaching, I use Bourdieu's argument of symbolic culture to construct my argument and show how the use of the notion Scholarship of Teaching needs to be re-examined and conceptualised. Twenty-five academics from a variety of discipline were interviewed to give their perceptions on the notion of scholarship and the scholarship of teaching. This data was used to develop a framework for understanding and possibly reconsidering the notion of the scholarship of teaching.