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Linking research and teaching: Exploring disciplinary spaces and the role of inquiry-based learning
... Student teachers often participate in research projects led by teacher educators, where they share common research experiences. As for the research-informed dimension, which Healey (2005) further identified as research-tutored, teaching is student-focused. Student teachers engage in discussions on research, for example, with their peers, and the focus is on the research content. ...
... The relations between the four dimensions have been described by two axes (Griffiths, 2004;Healey, 2005). The horizontal axis goes from an emphasis on research content to an emphasis on research processes, while the vertical axis goes from teacher-focused activities to student-focused activities. ...
... The horizontal axis goes from an emphasis on research content to an emphasis on research processes, while the vertical axis goes from teacher-focused activities to student-focused activities. In accordance with Healey (2005), the model does not envisage one kind of activity as better than another, and all four dimensions should be seen as valuable. Student teachers' active role in research varies, and their research-based learning emerges in different ways within the model. ...
Within research-based teacher education, there is still a lack of common understanding and consensus regarding what research-based learning means and how it should be organised. In this study, the aim was to explore how teacher educators perceive student teachers’ research-based learning within teacher education in Norway and Finland. The study collected data through interviews with 22 teacher educators. The analysis was done in an inductive way, inspired by constant comparative analysis. The results are categorized into four main areas: 1) academic writing, 2) research competence, 3) critical and analytic thinking and 4) lifelong learning in the teaching profession. These categories represent how teacher educators envisage the development of student teachers’ research-based learning. In the discussion, the theoretical framework of research-based-learning drives the reflection about the categories and the relationship between them. The study concludes that both narrow and broad views of student teachers’ research-based learning, founded on the four categories, are necessary for the development of professional teachers. The narrow views lay the foundation for the broader ones, emphasizing that it is equally important for student teachers to achieve the goals of both perspectives.
... The teaching/research nexus, which shapes much of the identity of HE teachers, should be integrated in students' HE. According to Healey's (2005) framework, which is expounded in many of his works (e.g. Healey & Jenkins, 2009a, 2009bJenkins & Healey, 2005, 2009Jenkins et al., 2007), there are four approaches through which the teaching/research nexus may be implemented and which differ with respect to content and degree of students' involvement. ...
... Regarding content, research-led teaching and research-tutored teaching emphasise content disciplinary knowledge rather than the research methodologies through which disciplinary knowledge is gained. While research-led teaching generally consists in the traditional, teacher-focused transmission of knowledge, research-tutored teaching is student-focused: students are therefore guided through published research and engage in critical discussion of the findings (Healey, 2005;Healey & Jenkins, 2021). On the contrary, research-oriented teaching and research-based teaching emphasise the methodologies by which knowledge is produced. ...
... Despite their differences, there is agreement that RBL, IBL and PBL are all forms of active learning (e.g. Healey, 2005;Healey & Jenkins, 2009b;Erlinda, 2018;Filimonova, 2020), grounded in constructivism, where students build their learning in interaction with others and with the environment. The benefits of active learning are, among others, improved academic achievement and better interpersonal relationships among the students. ...
The Covid-19 pandemic spurred research on the strategies and tools used in remote online teaching to support student engagement. The present study aims to contribute to this research strand by illustrating how two tools that were implemented for this purpose, i.e. research-based projects and reflective journals, were integrated in a remote online English Linguistics course for Professional Business Communication during the pandemic. A content analysis of students’ perceptions was conducted through the N-Vivo software programme and feedback on the course was examined. Results indicated that projects and journals positively impacted on students’ skills, knowledge and attitudes by enhancing interest and reducing the sense of isolation resulting from the lockdowns. It is therefore suggested that research-based projects and journals potentially support student engagement in learning settings which may negatively affect engagement, such as remote online courses.
... When determining the basis of a possible nexus between research and teaching, Healey (2005) suggested the existence of four possibilities. A first represents research-led teaching, that is, teaching based on the research carried out by the teacher, in which the students are merely recipients of knowledge transmitted to them which has been produced by others. ...
... They are given the opportunity to conduct research and write articles systematizing results they have collected. The fourth possibility proposed by Healey (2005), research-based teaching, exists whereby students also take up the role of researchers by establishing research questions, debating, and planning procedures, collecting data, and interpreting them according to the chosen theoretical framework. This teaching-research relationship is based on a solid partnership between professors and students, characterized by the horizontality which accompanies the notion of a collective researcher: it acknowledges and accepts that both tutors and students can teach and learn. ...
... Secondly, as noted by Hordósy & McLean (2022), there can be inequalities of access to research. This can also lead to the marginalization of teaching-only staff (Al-Nofli, 2021, Clark & Hordósy, 2019;Harland, 2016, Healey, 2005, Palmer et al., 2015, Wareham & Trowler, 2007. Furthermore, some institutions are teaching but not research-intensive, and yet they expect their staff members to be research active and to connect research to teaching without providing any support for them to engage in research activities let alone to inform their teaching with research (Alhassan & Holi, 2020). ...
This paper attempts to highlight some key elements in standard 4 in OAAAQA Manual which deals with staff research and consultancy. This standard consists of nine criteria, namely research planning and management, research performance, research funding scheme, consultancy activities, ethics and biosafety, intellectual property, professional development for research, research commercialization and the research-teaching nexus. The paper particularly analyses and synthesizes criteria nine which predominately deals with the research teaching nexus. The paper identifies
the most salient issues that have been raised by OAAAQA in their institutional quality (IQA) audit reports regarding research-based teaching to offer some suggestions for HEIs to better promote research-informed teaching and meet the demands of accreditation and the OAAAQA’s expectations as well as the best international practices. To achieve this, the paper seeks to answer the following questions: how is the research-teaching nexus conceptualised in OAAAQA
L reports? What are the most salient issues that have been raised by OAAAQA in their institutional quality audit reports
IQA) regarding research-teaching nexus? How can the implementation of research-led teaching be promoted in HEIs? The data for the study were collected from ten published quality audit reports from the OAAAQA website. A data-driven systematic qualitative content analysis (QCA) was conducted. Data analysis showed that the research-teaching nexus is conceptualized and understood quite differently by different HEIs. There is also a clear lack in both the systematic approach whereby this nexus occurs and the explicit indicators and descriptors for measuring the
implementation. Data analysis also revealed the lack of guiding polices as to how the research-teaching nexus is promoted and encouraged among academics in these institutions.
Keywords: Teaching-research nexus, conceptualising, promoting, implementation, OAAAQA, repor
... The teaching/research nexus, which shapes much of the identity of HE teachers, should be integrated in students' HE. According to Healey's (2005) framework, which is expounded in many of his works (e.g. Healey & Jenkins, 2009a, 2009bJenkins & Healey, 2005, 2009Jenkins et al., 2007), there are four approaches through which the teaching/research nexus may be implemented and which differ with respect to content and degree of students' involvement. ...
... Regarding content, research-led teaching and research-tutored teaching emphasise content disciplinary knowledge rather than the research methodologies through which disciplinary knowledge is gained. While research-led teaching generally consists in the traditional, teacher-focused transmission of knowledge, research-tutored teaching is student-focused: students are therefore guided through published research and engage in critical discussion of the findings (Healey, 2005;Healey & Jenkins, 2021). On the contrary, research-oriented teaching and research-based teaching emphasise the methodologies by which knowledge is produced. ...
... Despite their differences, there is agreement that RBL, IBL and PBL are all forms of active learning (e.g. Healey, 2005;Healey & Jenkins, 2009b;Erlinda, 2018;Filimonova, 2020), grounded in constructivism, where students build their learning in interaction with others and with the environment. The benefits of active learning are, among others, improved academic achievement and better interpersonal relationships among the students. ...
The Covid-19 pandemic spurred research on the strategies and tools used in remote online teaching to support student engagement. The present study aims to contribute to this research strand by illustrating how two toolsthat were implemented for this purpose, i.e. research-based projects and reflective journals, were integrated in a remote online English Linguistics course for Professional Business Communication during the pandemic. A content analysis of students’ perceptions was conducted through the N-Vivo software programme and feedback on the course was examined. Results indicated that projects and journals positively impacted on students’ skills, knowledge and attitudes by enhancing interest and reducing the sense of isolation resulting from the lockdowns. It is therefore suggested that research-based projects and journals potentiallysupport student engagement in learning settings which may negatively affect engagement, such as remote online courses
... TRN has long been considered a major function in global HE for decades. However, the connection between the two domains varies across social contexts, disciplinary fields, and individual interpretations (Healey, 2005). Scholarly debates on this territory commonly emerge from two opposing perspectives. ...
... Another perspective, however, interprets TRN as an ongoing process (e.g., Brew & Boud, 1995;Griffiths, 2004;Healey, 2005;Neumann, 1994), which has long been advocated by scholars in many other contexts, such as the UK and Australia (Tight, 2016). Unfortunately, although those scholars share the same perspective, they have different interpretations of how research is linked to teaching. ...
... Consequently, these research skills and knowledge are transferred to students in the classroom, which can establish a strong connection between the two domains. However, students should not just be the audiences of others' research but also the producers of knowledge, to other scholars (e.g., Griffiths, 2004;Healey, 2005). Thus, both teachers and students should engage in knowledge production, making students' learning more meaningful. ...
Purpose
The teaching–research nexus (TRN) has assumed a prominent role in global higher education systems. However, the connection between the two domains has been subject to diverse interpretations within well-developed higher education systems. Little is known about translating TRN into policy and practice in diverse higher education spaces. In this regard, this article examines the recent trajectory and challenges associated with integrating research and teaching in Cambodia.
Design/methodology/approach
To analyse the current development of TRN and its associated challenges, this article consolidates two sets of data: recent research papers and government policy documents on TRN in the last 10 years or so.
Findings
The analysis shows that the connection between teaching and research appears to be patchy in practice, as evidenced in previous studies. The recent government policies and interventions, although potentially fostering progress in research activities, pose dilemmas regarding the orientation and feasibility of linking these two domains.
Research limitations/implications
This article focuses on enhancing TRN in Cambodia, one of the developing higher education contexts, thereby offering insights into the strategies and concerns within such environments. Policymakers in similar higher education contexts might benefit from considering the concerns and solutions highlighted in this article.
Originality/value
Research on policies and strategies for strengthening TRN in developing higher education contexts remains limited in the literature. This article contributes to our collective knowledge of TRN by looking at Cambodia's contemporary reality and strategies.
... This study therefore moves beyond the debates on the unity to proposing ways in which it can be actualized to benefit students' learning and universities. Dimensions explaining the conceptualization of RLT from the context of universities in developed states have been put forward by Healey (2005). This study makes a contribution to these dimensions by providing an understanding from the context of a teaching university in a developing country. ...
... Of interest in this debate is the movement from showing how research productivity enhances teaching quality (Hattie & Marsh, 1996), to exploring how research and teaching are related. This shift is also seen in the effort made by HEIs to be research-led in their teaching (Healey, 2005;Van der Rijst & Visser-Wijnveen, 2011;Brew, 2001). This drive is based on the general assumption that the two benefit each other. ...
... In a nutshell, these factors underwrite the divergent relationship that exists between teaching and research and how the two are understood in higher education (Brew, 2003;Healey, 2005;. ...
... The RBL approach focuses on the combination of involving students as participants in the research process. The contrary is the research-led approach, in which the students are the audience who gets the research content presented (Healy, 2005). Ifenthaler and Gosper (2014) distinguish three types of RBL ranging from individual learning interests to engaging with the research community. ...
... Usually, an engagement with a research topic takes one to two semesters (Camacho et al., 2017). Indicating that whole curricula should implement an RBL approach spanning different courses and semesters with progression (Healy, 2005). RBL requires a match between the content of courses and instructors' research competencies. ...
... In this case, there is an appropriate overlap between the course content and the research conducted. Calls for integration in whole curricula exist (Healy, 2005) but are hard to pursue. Also, the current RBL approach is the most basic one (Willison & O'Regan, 2007), in which students receive a lot of guidance. ...
Digital Transformation is a ubiquitous process envisioned to enhance operations, business models, and customer contact. Practically, barriers stand in the way of these enhancements. In a Master's course on Business Informatics, a research-based learning design was used to research these barriers. Furthermore, the research-based learning design was expected to generate positive student engagement, as the course had to be adapted to Covid-19 teaching policies. Results of the data generated throughout the course show a high explanation power of the applied barrier model as the adjusted R² is 0,648. In the evaluation of the course design, students perceive the effects of the research-based design on their understanding and their critical thinking as excellent.
... It focuses on different dimensions such as learning experiences, the relationship between research and teaching, educational policies, and their implications in the governance process. While many studies (Healey, 2005a;2005b) suggest that there should be a strong relationship between the two concepts, studies (Hattie & Marsh, 1996;Griffiths, 2004) still emphasize that there is a significant difference between them. As explained by Healey (2005b), there are three different basic arguments for the relationship between "research" and "teaching/learning". ...
... While many studies (Healey, 2005a;2005b) suggest that there should be a strong relationship between the two concepts, studies (Hattie & Marsh, 1996;Griffiths, 2004) still emphasize that there is a significant difference between them. As explained by Healey (2005b), there are three different basic arguments for the relationship between "research" and "teaching/learning". The first is that these two dimensions are fundamentally different in nature. ...
... Konunun farklı boyutları olan öğrenme deneyimleri, araştırma ve öğretme ilişkisi, eğitim politikaları ve yönetim sürecine yansımaları gibi konular üzerine odaklandığı görülmektedir. Her ne kadar bazı araştırmalar (Healey, 2005a;2005b) iki kavram arasındaki ilişkinin önemine ve arasında güçlü bir ilişki olması gerektiğine yönelik olarak çeşitli bulgular ortaya koysa da halen bu iki kavram arasında önemli bir farklılık olduğunu vurgulayan araştırmalara (Hattie & Marsh, 1996;Griffiths, 2004) da rastlanılmaktadır. Healey (2005b) tarafından da ifade edildiği gibi "araştırma" ve "öğretim/öğrenme" arasındaki ilişkinin ortaya konulabilmesi noktasında 3 farklı temel argüman bulunmaktadır. ...
Yükseköğretimde araştırma ve eğitim arasındaki ilişkinin nasıl kavramsallaştırılacağı ve bu kavramsallaştırmadan çıkan çerçevenin nasıl uygulanabileceği yükseköğretim araştırmalarının son yıllardaki en önemli tartışılan konularının başında gelmektedir. Coğrafya programları özelinde bu konunun tartışılmasına yönelik teorik ve kavramsal boyutta önemli eksikler bulunmaktadır. Bu araştırmanın temel amacı ise, Coğrafya disiplini sınırları içerisinde öğretim ve araştırma ilişkisi perspektifinin nasıl geliştirilebileceğini hem yurtdışı (İngiltere) hem Türkiye’den örnek birer çalışma aracılığıyla ortaya koymaktır. Bu kapsamda, özellikle öğrenci yönlendirmeli araştırma projeleri aracılığıyla yükseköğretim öğrencilerinin öğrenme deneyimlerinin kalitesinin artırılmasına özellikle araştırma tabanlı öğrenmenin nasıl bir katkı sunduğuna yönelik süreçlere ilişkin teorik ve kavramsal çerçeve ile iyi uygulama örneklerinin sunulması hedeflenmektedir. Sonuç olarak, Coğrafya programlarında ve derslerinde araştırma tabanlı öğretim uygularken eğitimde iyi örnek uygulamalarına yönelik olarak öğretim elemanlarının deneyimini geliştirmek için ortaya konulan sonuçların katkı sunacağı düşünülmektedir.
... Disa autorë kanë studiuar lidhjen ndërmjet mësimit dhe kërkimit, ndërsa Healey (2005) paraqet një diagram, i cili ilustron hartimin e kurrikulës dhe lidhjen ndërmjet mësimit dhe kërkimit. Ai ka paraqitur katër qasje të ndryshme për lidhjen ndërmjet mësimit dhe kërkimit, duke përdorur dy boshte. ...
... Ndërsa, aksi i dytë e klasifikon qasjen duke theksuar përmbajtjen e kërkimit ose proceset kërkimore dhe problemet. Healey (2005) Përmirësimi i cilësisë së arsimimit të mësuesve arrihet duke theksuar rëndësinë e profesionit të mësimdhënies. "Mësimdhënësi ofron shërbim të një rëndësie të madhe sociale dhe mësuesit luajnë rol jetik, pasi u mundësojnë njerëzve qe të identifikojnë dhe të zhvillojnë talentet e tyre dhe që të përmbushin potencialin e tyre për rritjen personale. ...
... Correlation is significant at the 0.01 level (2-tailed). 11 Rekomandojmë që si kriter i akreditimit të programeve për përgatitjen e mësimdhënësve për këto drejtime të jetë së paku një metodolog i edukimit për secilin drejtim. Në rastin e Universiteteve Publike të Kosovës për këto programe ngatërrohen metodologët e mësimdhënës dhe metodologët e edukimit. ...
Aftësimi i mësimdhënësve të ardhshëm (mësimdhënësve para shërbimit) për kërkime shkencore është i rëndësishëm dhe i vlefshëm për avancimin e arsimit. Në këtë hulumtim, jemi fokusuar tek aftësimi i studentëve për kërkim, si një prej aftësive themelore që kërkohet nga ta për ushtrimin e profesionit të mësimdhënies. Hulumtimi ka objekt studimi aftësimin e studentëve nga Fakultetet e Edukimit për kërkimin në edukim, përmes integrimit të tyre në hulumtime, besimit se ata janë aftësuar për qasjen e bazuar në kërkim dhe në cilësinë e hulumtimeve që ata kanë marrë pjesë gjatë studimeve. Gjatë studimeve bazike, studentët, përmes lëndëve të ndryshme, duhet të aftësohen për kërkime shkencore, mirëpo në shumë fakultete ekzistojnë edhe lëndë të veçanta për kërkimet shkencore. Hulumtimi ynë u orientua rreth rëndësisë së kërkimit në përgatitjen e mësimdhënësve në Universitetet Publike dhe Kolegjet Private në Kosovë. Andaj, në hulumtim do të paraqiten gjetjet kryesore në lidhje me integrimin e kërkimit në sylabusin e lëndës Bazat e Hulumtimit në Edukim, si lëndë bazike për aftësimin e studentëve për punë kërkimore. Nga analiza e përgjigjeve të studentëve të institucioneve të arsimit të lartë, si dhe nga hulumtimet tjera për temën e njëjtë, mund të konstatojmë se qasja e bazuar në kërkim luan rol thelbësor në përgatitjen e studentëve për mësimdhënës, megjithatë duhej të ishte synim i institucioneve të arsimit të lartë që të gjitha lëndët të kenë një rol në përgatitjen e studentëve për kërkime shkencore. Rezultatet e hulumtimit tregojnë se Kolegji FAMA nuk e ka asnjë lëndë për kërkimet shkencore, mirëpo perceptimi i studentëve të këtij kolegji (M=129) është dukshëm më i lartë se i studentëve të Universitetit “Isa Boletini” (M=106.6), edhe pse ky i fundit ka lëndë për kërkimet shkencore. Korrelacioni ndërmjet shkallës cilësisë së lëndës dhe integrimit në kërkim, r=0.771**, p=0.000
... Teaching and learning at university are research based and require theoretical, practical, and pedagogical skills (Healey, 2005). Teaching can be realised in a variety of ways, such as lectures and seminars conducted face-to-face or online using digital technology. ...
... The university lecturers positioned themselves as lecturers in higher education, members of the scientific community and ECEC professionals who produced new knowledge through research. This is in line with Healey's (2005) perceptions of the research-based nature of teaching and learning at university (Kupila et al., 2023). They combined theoretical and practical knowledge and mediated this knowledge to students, which was seen to lead to the benefit of the child. ...
This research focused on the potential for relational expertise and the creation of common knowledge in network cooperation between early childhood education and care (ECEC) centres and university in the context of the ECEC Development Network. It examined how ECEC teachers, university lecturers and master’s students identified their own and other professionals’ knowledge through positioning. Focus group interviews and discourse analysis were utilised to explore the positions produced by the participants. The subject positions and the positions produced by the other participants corresponded. Teachers were positioned as experts in ECEC who combined theory and practice in their work. University lecturers were perceived as experts in theoretical knowledge and members of the scientific community. Moreover, ECEC teachers and master’s students positioned university lecturers as influencers in society. Master’s students were positioned as observers, novices, and transmitters of new perspectives, although teachers did not identify them as novices. In conclusion, despite some divergence between subject positions and the positions produced by the other participants, there is potential for creating common knowledge relationally within the context of the ECEC Development Network.
... In presenting their arguments, Healey and Jenkins note that research-based learning has been available to select groups of students at many universities, but these restrictive experiences exclude the potential learning experiences that could come from broad application of such experiences across institutions of higher education. Healey (2005) presents a 2x2 framework for understanding the nature of undergraduate research and inquiry. Experiences vary depending on whether the students are participants or audience of research and inquiry, and they vary in their focus on research content or research processes and problems. ...
... Such work might pick up where activity 3 left off by having students conduct the studies proposed in activity 3. This could also support the approaches advocated by Healey (2005) to embed research-based instruction across the university curriculum. ...
... The past two decades have seen promising growth in research focused on connecting teaching and research in higher education, highlighting how students benefit from research experiences. Griffiths (2004) pioneered innovative approaches to integrating teaching and research in higher education, while Healey (2005) further developed a comprehensive framework based on the researchbased approach. ...
... The literature offers a variety of terms and expressions to describe the nexus between teaching and research, with a focus on teaching actions (Healey 2005). Healey observed that the nature of this nexus has evolved over time and varies across disciplinary boundaries. ...
Engineering education plays a vital role in serving society, driving ongoing efforts to improve its pedagogy. One such educational tool is the reading of scientific articles, a skill that holds immense value for students who become proficient at it, both academically and professionally. Derived from a synthesis of numerous research studies and practical experiences, this book offers a straightforward and effective approach to reading research articles and developing analytical skills through critical evaluation of their content. Additionally, the book outlines a teaching intervention framework aimed at engaging students in the reading of primary literature, drawing from practical experience in an undergraduate Fluid Technology course. Delving into the nuances of the paper-writing process, from conception to publication, the book provides valuable insights and offers recommendations for increasing motivation and strengthening students’ sense of belonging.
... Den internationella litteraturen avspeglar ökade krav på forskningsanknyt-50 M. Stigmar och G. Edgren ning av pedagogisk utveckling (Steinert et al., 2006). Forskningsanknytning kan tolkas olika men gemensamt är att lärarna behöver vara forskarutbildade och oftast att de behöver bedriva forskning (Healey, 2005;Geschwind, 2008). ...
... Härvid bör uppmärksammas att akademiska lärare i första hand är lojala med sitt ämne, snarare än med sin institution eller universitetet som helhet (Healey, 2005). Konsekvensen blir att eftersom personal vid enheterna sällan har en gemensam ämnesbakgrund, kan den vetenskapsteoretiska uppfattningen variera. ...
Pedagogiska utvecklingsenheter är organiserade på olika sätt och utsatta för täta omorganisationer och studien syftar till att klargöra vilka överväganden som kan ligga till grund för enheternas uppdrag och organisation. Tolv universitet i Sverige har kartlagts genom granskning av hemsidor, telefonintervjuer med ansvariga för enheterna samt tre rundabordssamtal vid konferenser. Resultatet visar att i uppdraget ingår typiskt att arrangera högskolepedagogisk utbildning, erbjuda konsultativt högskolepedagogiskt utvecklingsstöd och främja universitetspedagogiskt erfarenhetsutbyte. Det fanns inga samband mellan uppdrag och organisationsform. Informanterna såg det som ett problem att forskning inte ingick i uppdraget och att organisation och finansiering förhindrade forskning. Organisatoriska konsekvenser av krav på forskningsanknytning av högskolepedagogisk utbildning är att pedagogiska enheter kommer att vara fristående centrumbildningar, del av en institution eller utgöra en egen institution.
... Thus, ultimately, research-based TE aims to help STs become pedagogically thinking, reflective, and inquiry-oriented teachers (Aras, 2021;Toom et al., 2010). Although the implementation and investigation of research-based TE are common in various study programs (Menter & Flores, 2021), there is debate about how research-based education should be interpreted and organized (Afdal & Spernes, 2018); the models developed by Griffiths (2004) and Healey (2005) can be used for these purposes. These models define four areas of research based on activities related to research content and process and TE student involvement and actions. ...
... The AR presented in the current study used the concept of researchfocused MLS, a model that combines MLS principles and cycles (Fernández, 2010;Fernández & Robinson, 2006;Griffiths, 2016) with various TE models of student engagement with research (Griffiths, 2004;Healey, 2005). This concept was developed through the successful implementation of MLS in various methodological courses in preservice TE (e.g., Bahçivan, 2017;Fernández, 2010;Fernández & Robinson, 2006;Molina et al., 2011;Utami et al., 2016), the efficient development of different MLS adaptations (Danday, 2019(Danday, , 2021Griffiths, 2016), and the call for adapting MLS to other contexts in different ways (Bahçivan, 2017;Fernández & Robinson, 2006). ...
This article presents the findings of an action research project that developed, implemented, and analyzed the efficacy of a model combining microteaching lesson study with research-focused activities. The research involved 45 preservice student-teachers. Data were collected from their research reports, and their research skills, individual differences, and experiences were examined using statistical and content analysis. The student-teachers performed better at analyzing the microteaching lesson study than at formulating research aims and questions, drawing conclusions, or conducting literature reviews. The research-focused microteaching lesson study helped them connect theory with practice, develop pedagogical knowledge, and become familiar with research-based teaching practice.
... Also, it helps them in their field and their contributions toward it. Healey, M. (2005). Researching and publishing can significantly enhance a university teacher's teaching. ...
The significance of publishing scientific papers has risen markedly among university instructors in recent years. This research aims to analyze the perspectives of English department members at the University of Hail regarding the publication of scientific research, concentrating on the obstacles and problems they encounter, their purposes and motivations for publishing, and the impacts of their published work on their professional growth and teaching methods. The implications of this study are to encourage English university teachers at the University of Hail to create an educational environment that has a balance between quality and reasonable expectations, ensuring research output maintains high academic standards, and also to improve the culture of paper publications at the English department. The study was designed to investigate prior claims and accomplish the following goals: 1. To determine the obstacles faced by English university members in the department of English regarding paper publication. 2. To discover why English teachers at the University of Hail are motivated to publish scientific papers. 3. Establishing an approach to enhancing institutional support and nurturing a thriving research environment. The researchers applied a descriptive research methodology, and they gathered data through interviews with English department members at different academic ranks. The collected data were subsequently thematically analyzed to identify the problems faced by teachers, their motivations, and the effects of their publications on their professional trajectories. Findings reveal that English teachers in the department encounter significant challenges in publishing their research. All English teachers are motivated to publish scientific papers because this helps them achieve their goals in promotion and renewing their contracts. Many participants agreed that publishing papers is a challenge for their department, and they decided it would help them achieve their ambitions. The result also shows that paper publications have an impact on increasing job opportunities, improving teaching methodologies, and professional recognition.
... As my research progresses annually, the course content becomes richer, incorporating in particular my research findings on topics such as atmosphere, criticality, subjectivity, spatial justice and critical regionalism. In accordance with Healey's (2005) analysis of the relationship between research and teaching, this eight-week, 16hour course includes two research-led teaching approaches. The first six weeks emphasize research content, are tutor-focused and treat students as audiences, while the last two weeks, in the form of student presentations, stress the research process, are student-focused and treat students as participants. ...
... Por ello, se ha implantado una estrategia de Aprendizaje Basado en la Investigación (ABI), definida por Ruiz Espinosa y Estrada Cervantes (2021, p. 1081) como "la aplicación de estrategias de enseñanza y aprendizaje que tienen como propósito conectar la investigación con la enseñanza, las cuales permiten la incorporación parcial o total del estudiante en una investigación basada en métodos científicos, bajo la supervisión del profesor". De acuerdo con la clasificación establecida por Healey (2005), se ha asumido una línea ABI de tipo Research-tutored; pretendiendo facilitar una experiencia en la que el alumnado, reunido en pequeños grupos y orientado por el profesor, analiza y discute la investigación existente y desarrolla sus propias producciones investigadoras. Con ello, se ofrece un modelo de aprendizaje enfocado en el estudiante como participante de una investigación que promueve el aprendizaje cooperativo, la autonomía, el pensamiento crítico y las habilidades de investigación, al tiempo que favorece la transmisión de feedback del profesorado (Mohamedunni Alias Musthafa y Sajila, 2014; Santana Vega et al., 2020). ...
La creación del Espacio Europeo de Educación Superior ha impulsado una transformación en el seno universitario hacia un modelo educativo competencial. El nuevo paradigma exige la implementación de nuevos enfoques evaluativos, poniéndose de relieve la importancia de una evaluación formativa que
procure una comunicación continuada entre docente y estudiantado en relación al desempeño de su trabajo. Con este objetivo, se ha implementado en el apartado práctico de la asignatura de Historia de la Educación en España (Grado en Pedagogía) una metodología de Aprendizaje Basado en la Investigación que ha permitido la planificación y ejecución de una evaluación formativa. La evaluación
de la experiencia revela que este diseño de prácticas favoreció el desarrollo de diferentes competencias vinculadas a la actividad investigadora y al trabajo grupal y autónomo, al tiempo que potenció, en base a la retroalimentación periódica transmitida, una mayor consciencia y compresión por parte del alumnado acerca de su propio trabajo y evolución. Se observa, por otro lado, que las rúbricas resultan
un instrumento de evaluación útil para clarificar al alumnado el sentido de la tarea y orientarles en su realización.
... Teachers have been prohibited from participating in and carrying out research activities due to a number of circumstances. These may include a school environment that discourages collaboration, teachers who lack awareness, belief, abilities, and expertise, a lack of resources, demotivating circumstances, and economic issues (Healey, 2005). ...
Since the outbreak of the COVID-19 pandemic, movements and activities of all people had been
limited in order to prevent the spread of the contagious disease. Such changes presented new
barriers and challenges to teachers who are obliged to execute the said changes. DepED implemented the New Normal setup of the educational system, which resulted to a holistic change in
the teaching and learning process in which teachers needed to cope on the stress level as an effect to these sudden changes. Due to the increased pressure of limited face-to-face accountability
measures based on test results, teachers have reported considerable levels of stress and burnout.
(Jimenez, 2021). Thus, this study aimed to conduct an in-depth examination of the stress level of
teachers and its effect on classroom performance and propose stress management plan. The
study focused on the teachers because they are the backbone of education delivery. This study
used non-probability sampling technique called purposive sampling, specifically the total population sampling. Data in this study were analyzed through frequency – percentage distribution,
weighted mean, and Pearson correlation coefficient. The study concluded out the personal level
of stress of teachers was affected by their age, sex, socio-economic status, and length of service.
It was also concluded that the personal stress level of teachers greatly influences their classroom
practices and has influence their teaching performance as well. Therefore, personal stress of
teacher affects more the classroom practices and performance of teachers in comparison to occupational stress. Thus, the school head should see to it that the teachers' personal stress levels
were being dealt. A personal stress management program was proposed in support to well-being of teachers for better performance and productivity that lead to progress and great accomplishment of the school .
Keywords: performance, stress, teachers
... Teachers have been prohibited from participating in and carrying out research activities due to a number of circumstances. These may include a school environment that discourages collaboration, teachers who lack awareness, belief, abilities, and expertise, a lack of resources, demotivating circumstances, and economic issues (Healey, 2005). ...
... This approach, also known as research-led teaching, received a mean rating of 4.23 with a standard deviation of 0.60, indicating a strong level of agreement among the students. This finding aligns with the research conducted by Healey [20], which supports the notion that research-led teaching is an instructional approach where students are taught research findings specific to their field. The students' agreement underscores the value they place on engaging with research in their learning process, as it enhances their understanding of the subject matter and prepares them to be knowledgeable and skilled professionals in their chosen disciplines. ...
The integration of research and teaching in higher education presents a significant opportunity to enrich students’ learning experiences. However, establishing effective connections between these two domains can be challenging due to varying practices and levels of understanding across institutions. Overcoming these complexities requires careful consideration and collaboration among educators, administrators, and researchers to ensure a cohesive and impactful integration that maximizes the benefits for students. This study examines students’ perceptions of research-informed teaching, with the goal of enhancing and strengthening the links between research and teaching within higher education. By analyzing survey data from undergraduate thesis/capstone courses, it provides insights into effective integration to enhance the educational experience, benefiting students and educators and informing educational practices and policies. The finding revealed noteworthy observations regarding students’ perceptions of the relationship between research and teaching across various disciplines such as engineering, science, education, business, and computer science. These findings highlighted the significance of research-informed teaching approaches in meeting student expectations. Specifically, students expressed the importance of research-led, research-oriented, research-based, and research-tutored approaches in bridging the gap between research and teaching. As a recommendation, conducting experimental studies utilizing these four approaches in the classroom setting would be beneficial to further explore their effectiveness in enhancing the integration of research and teaching.
... Also in this case, I created two subcategories based on the question whose classroom participation the statements addressed, 'Perceived English proficiency as explanatory factor for own engagement' and 'Perceived English proficiency as explanatory factor for fellow students' engagement'. I compiled excerpts for each of the two Developing a more complex perspective on language diversity beyond the common view of English as 'golden solution'; becoming aware of the power effects of language diversity Self-chosen case studies in groups (Research-based learning as suggested by Cassell 2018;Healey et al. 2010;Healey 2005) Developing a more complex perspective on language diversity beyond the common view of English as 'golden solution'; becoming aware of new, alternative ways to facilitate communication in multilingual contexts Workshops with guest speakers ...
... Nevertheless, research experiences are also becoming progressively incorporated into undergraduate programs [4], [21], [22], [23], [24], [25] through research training, since undergraduate students may also offer intellectual or creative contribution to the discipline [26]. In fact, students face real-life challenges and propose solutions within the context of their profession [27], [28]. This promotes high-impact experiential learning [29] leading to a process of shared knowledge building [30]. ...
Research training stands out as a means to develop generic competencies, potentiate lifelong learning (LL), and integrate initiatives for compliance with the 17 Sustainable Development Goals (SDGs), contributing to the development of a resilient society. Therefore, the constant promotion of a research culture within higher education institutions is an essential task for reducing the gap between scientific productivity and industry challenges and proposing solutions to real-life challenges. One of the main stages involved in any research process is the proposition of a methodological design: a detailed plan conceived and later developed to answer the research questions. Nevertheless, within the engineering context, even though a wide range of methodological designs are considered, these are not always explicitly stated in research papers, so at the undergraduate level there is an absence of more precise guidelines that allow a more concise orientation. Consequently, at this level, a challenge in research training is perceived. This provided a motivation: the development of a framework for the actors involved in research training at the engineering undergraduate level so that they can easily define the methodological design. In this context, the present research proposes a framework organized upon the two main phases of every research process: design and execution. The framework is expected to promote the proper use of research methodology among engineering students. Furthermore, the methodological design from 140 selected civil engineering papers from seven different knowledge fields is analyzed. Results show that 94.29% of the papers did not explicitly present the methodological design. It was concluded that there is an absence of it within the engineering field. Thus, a methodological design framework proposal for engineering students was developed to overcome this situation.
... Ahora, mencionada la conceptualización y utilidad tanto de la historia como de un balance historiográfico, se precisa que el curso de historiografía para el primer semestre del año 2016 de la licenciatura en Ciencias Sociales, contaba con un sy-55-70 llabus estructurado con justificación, problematización, propósitos, competencias, bibliografía y actividades para cada una de las 16 semanas; sin embargo, fue rediseñado sin la generación de un nuevo formato institucionalizado de syllabus, pero con el propósito de una mayor aproximación entre la investigación y la enseñanza, acercando al estudiante como protagonista de su propio aprendizaje (Healey, 2005); para esta experiencia de aula se modificaron referencias bibliográficas no sólo de carácter disciplinar, sino también de investigación general y especifica, se propuso actividades para un paso a paso en el propósito central del curso que fue la elaboración de un balance historiográfico. Finalmente, lo novedoso no se esboza en el procedimiento sino en la naturaleza o contenido de este. ...
... Recent data from the Indonesian Ministry of Education highlight that over 60% of higher education institutions in Indonesia face significant challenges in integrating digital literacy into their curricula, underscoring the need for innovative educational solutions. Previous research has explored various models in web development for the learning process; however, there is still room for improvement in the application of Inquiry-Based Learning (IBL) to facilitate more immersive and continuous learning experiences [6][7][8]. ...
Virtual inquiry has emerged as a new trend in science learning by conducting scientific investigations through digital platforms. The context of this study focuses on developing the Science Virtual Inquiry Web (WIV-S) to improve prospective science teacher students' inquiry abilities and digital literacy. The development method in this study refers to the Hannafin-Peck model with three main phases: needs assessment, design, and development/implementation. Research instruments included interview guidelines, observations, and questionnaires, with a sample size of 58 participants. The research produced a WIV-S physics e-learning prototype, which was declared feasible according to expert judgment of content, media, and learning. Students responded positively to WIV-S, which has provided meaningful, exploration-based learning opportunities and ease of conducting virtual-based scientific investigations.
... Research-based teacher education can refer to the qualifications of teacher educators, their participation in research projects, and the goals of teacher education program leaders (Munthe & Rogne, 2015). At the level of teaching practices, research-based teacher education can involve a concentration on both the research content itself and the research problems and processes as well as both teacher-and student-focused practices (Healey, 2005). In building versatile relationships with knowledge, all such teaching practices tend to be valuable. ...
This chapter presents the concept of epistemic coherence and discusses its implications for researchers and practitioners in teacher education. Epistemic coherence is conceptualized as an emergent achievement comprising two key components: a) student teachers creating relations between a range of knowledge resources or modes of knowledge production and b) student teachers creating personal relationships with professional knowledge. This analytical approach can help move beyond conceptualizations of a theory–practice gap and other dichotomies that characterize existing research on knowledge use in teacher education and serve to open up the black box of how knowledge relations are constructed in teacher education.
... På basis af kvalitative interviews med en raekke ledere og medarbejdere på primaert paedagog-, laerer-og sygeplejerskeuddannelser fremanalyserer rapport 3 tre niveauer, hvormed der etableres koblinger mellem FoU og uddannelse: 1) medarbejderniveau, 2) laeringsmiljøniveau og 3) sektorniveau. Rapporten beskaeftiger sig således med problematikker, som hører til den såkaldte neksusforskning (Buch et al., 2022;Healey, 2005). ...
Understandings of Knowledge in the University College Sector: A Discourse Analysis
In 2008, a new policy for knowledge production was introduced at Denmark’s university colleges. These institutions were required to actively engage in collaboration on professional and devel- opment-based knowledge production. Later, in 2013/14, the legislative foundation was adju- sted, making research and development work a right and a duty. The purpose of these legislative changes was to make knowledge more application-oriented for the professions. Furthermore, knowledge was intended to move dynamically between research, professional practice, and education, thereby helping to build and maintain the knowledge base of the educations. In this article, through a discourse analysis, we describe how knowledge has been sought to be concep- tualized through legislation and implementation at the university colleges. The analysis is based on a study of documents, namely legal texts and reports from The Danish Evaluation Institute. The analyzed documents describe a shift in the perception of knowledge, from a so-called trickle- down model to a knowledge circulation model. The analysis shows that the many definitions and references in the texts have not given the circulation metaphor a more concrete meaning, but that the concept of knowledge about research and development in university colleges has become increasingly fluid, allowing for various discursive positionings.
... This is not to mention a lack of research engagement among Cambodian academics, which points to another critical issue related to the overreliance on experiences rather than research for teaching (see Heng et al., 2022aNhem, 2023). Therefore, it is crucial to find innovative and sustainable ways to provide continuous professional development opportunities to education personnel (Doeur & Heng, 2023;Sok & Bunry, 2023), particularly university lecturers, to help them further develop their pedagogical knowledge and research capacity so that their teaching can be more informed by research (Griffiths, 2004;Healey, 2005;Nhem, 2023). ...
... Rys. 1. Relacja między badaniami naukowymi, efektami uczenia się a rozwojem zawodowym pedagogów Źródło: Brew i Boud, 1995. Mick Healey (2005) wyróżnił cztery sposoby łączenia badań naukowych i działalności dydaktycznej (rys. 2), uwzględniając zróżnicowane zaangażowanie studentów (odbiorcy vs uczestnicy) oraz ukierunkowanie programu kształcenia (na treść badań vs na procesy i problemy badawcze). ...
Celem artykułu jest zaprezentowanie praktyki rozwijania umiejętności badawczych przyszłych magistrów pedagogiki w trakcie zajęć z przedmiotu metody badań jakościowych. Tekst składa się z czterech
części. W części pierwszej omówione zostały różne sposoby rozumienia obecności badań naukowych
w procesie kształcenia studentów. W części drugiej ukazano argumenty przemawiające za wyborem
koncepcji research-based learning jako kluczowej w kontekście analizowanej praktyki łączenia badań
naukowych z procesem rozwijania kompetencji badawczych studentów. Następnie zaprezentowane
zostały podstawowe założenia przedmiotu metody badań jakościowych. Zwrócono uwagę na cele,
treści przedmiotu i efekty kształcenia. W sposób szczegółowy pokazano specyfikę prowadzenia zajęć dydaktycznych. Ukazano także rolę nauczyciela akademickiego w procesie rozwijania umiejętności badawczych studentów. Artykuł wieńczy podsumowanie, w którym przedstawiono wnioski i refleksje wynikające z realizacji zajęć zgodnie z koncepcją research-based learning.
... Hinzu kommt die Konzepten hat und dass es im englischsprachigen Raum unterschiedliche Begriffe für das gleiche Konzept gibt. So firmiert dort das eigenständige Durchlaufen von kompletten Forschungsprozessen als Teil der Hochschulbildung z.B. als Undergraduate Research, aber auch als Enquiry-based Research(Barrett et al. 2005; Kahn und O'Rourke 2005) , Inquriy-based Instruction(Dostál 2015;Healey 2005), oder Research-based Learning (RBL,Wessels et al. 2021). Konzepte, die dem Forschenden Lernen ähnlich sind, sind z.B. ...
Der Artikel diskutiert einerseits die KI-Nutzung in der Hochschullehre und andererseits das Forschende Lernen als hochschuldidaktische Methode. Beides wird zusammengebracht am Beispiel des Projeks SKILL (Sozialwissenschaftliches KI-Labor für Forschendes Lernen).
... Many authors have already highlighted the benefits of such practice. For example, it facilitates a deep understanding of the teaching material; it allows students to develop their intellect by experiencing independent and/or collaborative research and by letting them become a creative and critical thinkers; it increases students' engagement in their studies and helps them become independent learner (Brew, 2006;Healey, 2005;McLean & Barker, 2004). The Q&A part of the session was done through the use of the chat function on Blackboard Collaborate so that students could ask questions to the presenter (Figure 4(B)). ...
The transformation of the chemical engineering profession is occurring in response to the industry needs of the rapidly-developing bioeconomy and biosector across Europe. To meet these requirements, a new Biotechnology and Bioprocessing module has been designed and offered to Chemical Engineering undergraduates at Aston University, UK. This module bridges chemical engineering and biosciences disciplines, providing students with new skills and knowledge to better understand the opportunities available to chemical engineering professionals within the biosector. Here, we evaluate how the use of digital technologies enhances the student’s learning experience using a range of innovative learning activities delivered in a digital environment. The student’s and author’s perceptions are evaluated, and future improvements identified. This module will contribute to preparing graduates for a successful career in the highly competitive landscape of the bioeconomy and biosector. This pedagogical approach prepares graduates for, hybrid and remote study and working patterns and; changing industrial and digital learning demands.
... Our model offers a possible route for programme teams to gain the benefits of internship or service learning opportunities for a wider group of students. Johnson (2022) explicitly links the engagement element of KE with research-informed teaching (RiT) and the SLKE model cross-cuts Healey's (2005) conceptualisation of the research-teaching nexus, offering opportunities for students to engage actively in using research findings in an authentic context. However, the model also illustrates the role of students as teachers or knowledge sharers which is currently under-explored in the RiT literature. ...
Knowledge exchange (KE) is increasingly important in higher education internationally, yet relatively little attention has been paid to it as a pedagogic opportunity for students. This paper draws on 26 interviews with stakeholders within and outside HE to develop a model of student-led knowledge exchange as a guide for learning through KE. The model includes the following elements: Preconditions, Prior Knowledge, Planning and Place, Pedagogic Context and Product, and offers an analysis of different forms of KE which occur between individuals in a learning triad consisting of student, facilitator and external participant. The research foregrounds a social view of learning where valid knowledge comes from diverse participants in the exchange, including students themselves. Students act as a catalyst for multi-directional KE-a finding which challenges the implied hierarchies evident in much of the literature on this topic. The model is offered as a starting point for developing a pedagogy of KE in higher education. ARTICLE HISTORY
... Such investments ensure a relatively high number of doctoral degree graduates and a larger number of workplaces for scientists and technology experts. Furthermore, education has strong links to science and research, not only in the form of evidence-based practice but also in curriculum and teaching methods: research is featured as one of the teaching methods for the 21st century, and research skills are already being developed in kindergarten [126][127][128]. ...
In a contemporary world facing countless multifaceted crises and challenges, science can still serve as one of the most powerful tools to deal with the ordeals of our time. However, the scientific community needs to provide space for reflection on novel ways of developing its centuries-old heritage and unlocking its potential for the benefit of the world and humanity. The purpose of this article was to deliberate on the image of contemporary science within the framework of the new philosophical paradigm of metamodernism. Following historical strands related to metamodernism and science, the authors encircled the general features and elaborated the main philosophical principles of metamodernism. The main task was to identify elements of contemporary science that conform to the philosophical principles of metamodernism. Thus, several features of science and research, such as the structure of science, scientific truth, metanarratives of science, scientific thinking, system of science, interaction of scientific disciplines, dialogue of science with society and politics, open science, digitalisation of science, etc., were interpreted through the perspective of the ontological, epistemological, axiological, and methodological principles of metamodernism. This article ends with a summary of the main points of the discussion and practical implications of the presented ideas.
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Since investigating the research-practice nexus in language education is a relatively recent strand, some relevant issues are yet to be explored. For example, we know little about language education researchers' approaches to linking their studies with practices and the factors influencing research-practice nexus conceptualizations. This study explored how Egyptian university research students and faculty members conceptualize and operationalize the language education research-practice nexus, and the factors related to their beliefs and approaches. The study drew upon collecting open-ended questionnaire data from 58 research students and conducting semi-structured interviews with 14 faculty members. The research students and faculty members alike were found to view experimenting language instructional techniques and materials as their optimal approach to the research-practice nexus. The study revealed that the participants’ research-practice nexus conceptualizations and approaches have been shaped by the following four contextual factors: the centralized vision of language teaching research, local research community expectations, the nature of reading sources and taught research courses, and research supervision traditions. These factors have formed a specific language education research culture whose community members influence each other. The study concludes that reforming institutional research practices is essential for promoting the research-practice nexus in some language education environments.
This chapter examines an “informed interdisciplinary” instruction on architecture criticism, an approach focusing primarily on architecture, while incorporating insights and methods from other disciplines such as geography, literature, philosophy and sociology. I argue that the interpretation of architecture should be theoretically informed and that a hybrid teaching mode encompassing thematic inquiry, case studies, place-based and collaborative approaches enhances the cultural depth of architecture criticism. This integrated instruction helps students establish connections between theoretical concepts and design analysis, form and politics, history and modernity, and text and image, facilitating intellectual dialogue between the abstract and the concrete.
De senere årtiers debatter om forholdet mellem forskning og undervisning på universitetet har peget på, at forskningsbaseret undervisning må gentænkes i masseuniversitetet. Det er imidlertid ikke entydigt, hvad en sådan gentænkning involverer i praksis. Med afsæt i et etnografisk studie af en række kurser, der har eksperimenteret med at integrere forskning i undervisningen, argumenterer denne artikel for, at en gentænkning af forskningsbaseret undervisning fordrer en opmærksomhed på tvivlens goder. Artiklen peger på, at et væsentligt aspekt, når studerende arbejder i forsknings- eller forskningslignende processer, er, at de kommer i tvivl. På denne baggrund indkredser artiklen, hvordan vi kan forstå tvivlens rolle i forskningsbaseret undervisning på baggrund af den amerikanske pragmatismes idéer om tvivl som forudsætning for videnskabelig tænkning, samt den nyere franske pragmatismes idéer om tvivl som grundlag for kritik. Artiklen udpeger opmærksomhedspunkter omkring organiseringen af undervisningen, så studerende kan spejle sig i hinandens og forskerens produktive tvivl.
The article highlights the concept of research-based learning and analyses its implementation in European higher education institutions. It is found that pedagogical universities in Ukraine lack the necessary tools for the development of research skills in future teachers. There is also a lack of empirical research on research-based learning. These factors have led to the relevance of this article. The article presents one of the forms of implementation of research-based learning in the international curriculum "DLL - Learning to Teach German" for the training of future teachers of German. This programme is implemented with the support of the Goethe-Institut at the Mykhailo Kotsiubynskyi VDPU. The article describes the framework of implementation and the results of observations and empirical analysis of the development of students' competences. Research and reflective learning in the context of the DLL programme is carried out through the implementation of a practical research project (PRP). The emphasis is on the study of one's own teaching activities, observation and indepth reflection. It is noted that the implementation of the PDP poses certain challenges for students due to their lack of teaching experience and unfamiliarity with independent research. This context serves as the basis for a practical study based on the analysis of individual documentation of research projects completed by students over the last three years. The aim is to check the level of students' ability to reflect on their own experiences and to identify ways of improving their teaching practice. For a more in-depth analysis, five aspects of reflection were identified, distinguishing between PDRs based on their own teaching and those based on observation. The use of qualitative textual analysis, deductive and inductive approaches allowed us to draw conclusions and suggest ways to improve students' preparation for undertaking such research.
El problema de investigación que se indaga en esta Tesis de Doctorado es la exclusión de los contenidos educativos mapuches sistematizados por la productividad científico educacional del proceso de Formación Inicial Docente (FID). El objetivo general del estudio es develar los significados que adquieren los saberes mapuches sistematizados por la productividad científico educacional en el proceso de FID, a partir del contenido de los documentos curriculares y las percepciones de los sujetos formadores y en formación de una carrera de Pedagogía en Historia, Geografía y Ciencias Sociales que se imparte en una universidad ubicada en la región de La Araucanía. La metodología empleada es la investigación educativa con enfoque cualitativo. Se aplicaron los siguientes métodos de investigación: estudio de fuentes documentales, entrevistas semiestructurada a académicos y grupo focal con estudiantes de pregrado. La construcción del conocimiento se realizó en base al análisis de contenido cualitativo, combinado con elementos de la Teoría Fundamentada. El análisis e interpretación de los datos cualitativos obtenidos fueron categorizados y reducidos a redes de códigos, propiedades, dimensiones y categorías. Lo anterior permite argumentar una teoría sustantiva que explora las relaciones entre los significados asociados a los contenidos mapuches en la carrera en estudio y las bases metodológicas que influyen en la formación de significados interculturales. Los principales hallazgos de la investigación son los significados: a) diferencias interpretativas de la FID, b) tensión entre currículo monocultural / contexto intercultural y c) desencuentro en las tradiciones de formación. Se hallaron, además, las bases metodológicas del proceso de formación de significados: 1- orientación cultural de la formación, 2- carácter ideológico de las influencias formativas y 3- apropiación crítica de los contenidos profesionales. Se concluye que, en la carrera en estudio, no se identifica una planificación intencionada de la formación de significados interculturales en el plan de estudio, ni se detecta un tratamiento transversal de los saberes mapuches a lo largo del itinerario formativo.
Drawing upon the theoretical framework of learning and identity work through boundary crossing, this study examined how Chinese university English-as-a-foreign-language (EFL) teachers negotiated their researcher-teacher identities through attending professional doctoral programs in education and applied linguistics. Adopting a case study design, data were collected through narrative frames and follow-up interviews with eight participants, with journal entries and other documents drawn on as additional data. Analysis of the data revealed four distinctive trajectories of identity development: from intuitive teacher to rigorous teacher, from passive follower to critical inquirer, from idealistic researcher-teacher to qualified researcher first, and from EFL teacher to EFL academic. In general, while boundary crossing in professional doctoral programs facilitated the participants' progression towards a researcher-teacher identity, the construction of the teaching-research nexus in the participants' professional work followed a non-linear route and took variegated forms. The study thus yielded insights into the complexities of teachers’ navigation of the teaching-research nexus through doctoral education. Based on the findings, research-mindset-informed practice is proposed as an alternative approach to the teaching-research nexus that complements previous approaches such as evidence-based practice and practice-based research.
This study was conducted to specifically determine the present strategic initiatives and practices, opportunities and challenges of the college or the university on globalization based on the following: curriculum and instruction; research and extension and international linkages and networking as basis to propose a program of development on internationalization of education. It is quantitative in approach, using descriptive survey research design. The participants were 98 officials and staff of six selected Higher Education Institutions in Surigao del Norte namely: Surigao State College of Technology now Surigao de Norte State University (with three satellite campuses in del Carmen, Mainit and Malimono), Surigao Education Center, St. Jude Thaddeus Institute of Technology and St. Paul University. Findings revealed that the strategic initiatives and practices and the opportunities on globalization as to Curriculum and Instruction (M= 1.96, SD = 0.48), Research and Extension (M= 2.55, SD = 0.60, and International Linkages and Networking (M=1.78=SD0.42) is not so evident which means that the readiness is to a less extent or is barely noticeable. Results on the opportunities and challenges (M=2.07, SD=0.52) described that the challenges which prevailed over the opportunities are not so evidently addressed so readiness is barely noticeable. The researcher thus, recommends the use of the researcher proposed development program on internationalization of education by the selected HEIs who participated in this study for their reference in moving forward in internationalization of education.
Research methods based on modelling and simulation (M&S) are gaining popularity among social scientists to study societal dynamics. Emphasising the importance of this research approach, the Department of Religion, Philosophy and History at the University of Agder initiated a methodology module to help students on the religious studies programme learn about M&S-based research methods. The methodology module entails seminars, tutoring, meet-the-expert sessions and writing a short essay about the opportunities, limitations and challenges of applying the research methods. This article discusses the impact of the meet-the-expert event, examining students’ interaction with the experts to understand how they utilised the opportunity to learn about the research methods from M&S-based professionals in their field.
Förskollärarutbildningen har en viktig uppgift i att ge studenter möjligheter att utveckla sina förmågor att kritiskt granska forskning och omsätta den i det praktiska arbetet i sitt kommande yrke. Den beprövade erfarenhet som finns hos förskollärare på fältet kompletterar och informerar forskningen. Inom det specialpedagogiska forskningsfältet finns behov av forskning i och om förskolan. I syfte att konstruera en modell för specialpedagogisk forskning med förskollärarstudenter som medforskare och medförfattare gjordes en pilotstudie utifrån en intervjuuppgift knuten till verksamhetsförlagd utbildning under termin två på förskollärarprogrammet vid Karlstads universitet. I artikeln presenteras utvecklingen av modellen samt resultat utifrån forskningsfrågorna i relation till Healys modell för forskningsbaserad utbildning.
This study aims to analyze the application of the RBL-STEM learning model in improving students' financial literacy to control their consumptive behavior. The method used in this study combines qualitative and quantitative methods by involving 110 students of Riau University. The data of this study were analyzed using SEM PLS on nine Hypotheses that link the application of the RBL-STEM model, student literacy, and student consumptive behavior. The results showed that one hypothesis was rejected, namely the relationship between Risk management and consumptive behavior. The results of the outer model show that each indicator has a composite reliability (CR) value of >0.7 and an average variance extracted (AVE) value of >0.5. It concludes that the outer model used in this study is good. Based on the analysis results, in general, the application of the RBL-STEM learning model has a significant influence on increasing student financial literacy, which has an impact on controlling student consumptive behavior.
As discussed in the previous chapters, the implementation of learning factories has become increasingly widespread throughout the world in recent years. These learning factories come in various sizes, serving different purposes, scopes, and levels of sophistication, all aimed at providing a comprehensive learning experience for learners from both industry and academia in the field of production. The upcoming three chapters aim to provide a comprehensive overview of the diverse range of existing learning factories.
Universiteternes to hovedaktiviteter er forskning og uddannelse. I praksis opleves de to aktiviteter af mange forskere og studerende som adskilte størrelser. Siden 2014 har Københavns Universitet haft særligt fokus på Forsknings-Baseret-Undervisning (FBU) og fra 2016 på at øge Forsknings-Undervisnings-Integration (FUI) gennem fordeling af midler til lidt over 50 FUI-eksperimenter på alle fakulteter. Ambitionen er at opnå en tættere kobling mellem forskning og undervisning, der tilgodeser både studerendes læring og forskningsmæssig videnskabelse. Vi undersøger og evaluerer forløbet fra 2014 og til i dag. Anledningen er, at øget integration ikke er uden dilemmaer, når man har ambitioner om udvikling og samtidig vil give plads til diversitet mellem fag. Vi fremhæver, at eksperimenter og videndelingen efterhånden bidrager til integration samtidig med, at der fortsat skal være plads til mange forskellige måder at praktisere FUI på. To sidegevinster er, at eksperimenterne initierer studenteraktiverende undervisningsformer og faciliterer videndeling på tværs af fag og fakulteter.
The authors gathered in this volume share a deep belief in the value of undergraduate research. Research helps students develop skills in problem solving, critical thinking, and communication and the work of undergraduate researchers can contribute to an institution's quest to further knowledge and to help meet societal challenges. Chapters provide an overview of undergraduate research, explore programs at different types of institutions, and offer suggestions on how faculty members can find ways to work with undergraduate researchers
There is an international debate about the development of the scholarship of teaching. It is argued here that the scholarship of teaching needs to be developed within the context of the culture of the disciplines in which it is applied. The scholarship of teaching involves engagement with research into teaching and learning, critical reection of practice, and communication and dissemination about the practice of one's subject. This provides a challenging agenda for the development of subject-based teaching. Implementing this agenda includes applying the principles of good practice in the disciplines; developing the status of teaching; developing the complementary nature of teaching and research; and undertaking discipline-based pedagogic research. The paper is illustrated with particular reference to the discipline of geography.
This paper is an attempt to construct, rather than reveal or discover, a link between research and teaching. The constructed link is offered as one that is pragmatically useful to those in higher education who wish to bring teaching and research more into balance. However, before constructing what I call a really useful link between teaching and research based on the process of inquiry, I look at several ways in which a relationship between the two is currently perceived. These I have called 'a marital relationship', 'an impending divorce' and 'a scholarly relationship'. I also examine Barnett's view of the relationship which he entitles 'a holy alliance'.
The growing literature on undergraduate teaching and learning currently lacks an organising framework. This article sets out to provide one, distinguishing between hard pure, soft pure, hard applied and soft applied fields of study, and hence making it possible to highlight generally unremarked similarities and differences between the various research findings. In doing so, it draws extensively on the relevant literature, offering separate analyses of knowledge-related and socially related studies. The former embody curriculum, assessment and cognitive purpose, while the latter encompass group characteristics of teachers, types of teaching method and student learning requirements. The concluding section draws out the main implications for policy and practice related to staff development, computer-based learning, assessment of student learning and quality measures.
Central to the ISL conference has been the attempt to forge productive links between 'teaching staff' and 'educational research/researchers'. We report initial findings of a project conducted by the Learning and Teaching Support Network (LTSN) Geography, Earth and Environmental Sciences Subject Centre that is seeking to develop and strengthen such links, by having specialist researchers support discipline staff to carry out discipline focused pedagogic research projects. Initial findings include: grounding the research on issues central to the discipline produced high practitioner involvement; and central practitioner concerns in doing such research was more about issues of 'objectivity' and the degree to which such educational research approaches were close to their 'parent' discipline, than competence at particular techniques. The overall conclusion is that specialist researchers working alongside discipline staff to raise their pedagogic research capacity is an effecive model.
Kolb's experiential learning theory is one of the best known educational theories in higher education. The theory presents a way of structuring a session or a whole course using a learning cycle. The different stages of the cycle are associated with distinct learning styles. Individuals differ in their preferred learning styles, and recognizing this is the first stage in raising students' awareness of the alternative approaches possible. This article presents some case studies of ways in which the theory can be applied in university geography.
Performed multidimensional scaling on scholars' judgments about the similarities of the subject-matter of different academic areas. 168 university scholars made judgments about 36 areas, and 54 small-college scholars judged similarities among 30 areas. G. A. Miller's method of sorting was used in collecting data. 3 dimensions were common to the solutions of both samples: existence of a paradigm, concern with application, and concern with life systems. It appears that these dimensions are general to the subject-matter of most academic institutions. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This paper examines Oxford University students’ conceptions of the role of the tutorial in their learning. An analysis of
interviews with 28 students constituted four qualitatively different conceptions of the ‘Oxford Tutorial’. These ranged from
the tutorial involving the tutor explaining to the student what the student did not know, to the tutorial involving the tutor
and the student in exchanging different points of view and both coming to a new understanding of the topic under discussion.
These different conceptions also appeared to be related to variations in students’ views of the role of the work done in preparation
for the tutorial, their view of the student’s and tutor’s roles in the tutorial, and the conception of knowledge that students
adopted in relation to the tutorial. The implications of this study are discussed in terms of the relations between students’
conceptions of tutorials and their anticipated learning outcomes and its implications for contexts outside of Oxford in terms
of students’ conceptions of academic tasks.
Much time and effort has gone into trying to demonstrate an empirical link between research activity and teaching performance. In general, the correlations between these factors have been shown to be low. This paper argues that the attempt to find such a link will always be confounded by different conceptions of the two enterprises. The debate about the relationships between teaching and research as presently conceived is not fruitful. It there is a link between the two it operates through that which teaching and research have in common; both are concerned with the act of learning, though in different contexts. Greater emphasis needs to be placed on the ways in which knowledge is generated and communicated. Those aspects of teaching which lead to learning and the learning which occurs through research provide the vital link. This is important if the debate is to progress beyond a political defence of the status quo and be of practical use to considerations of whether, in higher education, teaching without research is to be encouraged.
Universities are increasingly ideological. Many of the ideologies that are to be found on campus - entrepreneurialism, competition, quality, managerialism - express interests of the wider society but the university's own activities - such as research and even learning and teaching - have ways of becoming ideologies. Given this multiple ideological presence, universtiies are being undermined and are becoming beyond all reason. How then might universities live with ideology? Beyond All Reason argues for a positive way forward, with the positive potential of ideology being grasped and so converted into transformatory idealogies.
The university is not only faced with a world of supercomplexity but it has itself contributed to this situation. This is a world in which our very frames of understanding, action and self-identity are all continually challenged. What is the place and role of the university in such a world? It is that of living by the uncertainty principle: it has to generate uncertainty, to help us live with uncertainty and even to revel in our uncertainty.
The Red Cross is studied and criticized. The Royal Family is studied and criticized. Churches and hospitals are studied and criticized. Canadian universities are seldom studied and criticized and are worse off for this neglect. This book seeks to repair this damage by casting a critical eye on how Canadian universities work - or fail to work. Arguing that too much emphasis is placed on specialized research and too little on teaching, No Place to Learn contends that students seeking higher education in Canada are being short-changed. In clear, non-technical language, the book explains the priorities of Canadian universities and outlines several practical reforms that would greatly improve them. If you’ve never known what deans do, what tenure is, and what professors do when they're not teaching, No Place to Learn is a must-read: an eye-opening introduction that raises serious questions about the state of higher education in Canada. Current students, prospective students, and their parents will not want to miss this book, while professors and administrators would be wise to take note of it. (UBC Press)
Using direct observation and detailed activity accounts, this study documented how faculty in two disciplines at two universities simultaneously accomplished teaching and research. Individual faculty integrated teaching and research between 8 and 34 percent of their work time. English faculty integrated research more with classroom teaching; physicists integrated research more with training students to conduct inquiry.
Writing at the end of the 19th century Kropotkin argues that the teaching of geography should have three aims: to familiarise us with the methods of scientific reasoning, to increase our awareness of internationalism and to eliminate racism. To achieve these aims would necessitate a complete reform of the whole educational system.- Joe DohertyKropotkin teaching of geography scientific reasoning educational system nineteenth century
This article reports an investigation into the relationship between student perceptions of lecturer research and motivation to study at university. A 71-item, Likert-type questionnaire was completed by 100 Oxford Brookes University final year undergraduates. The pattern of correlation between variables together with the results of a factor analysis, suggests that a relationship exists between type of student motivation and attitude to faculty research. It is proposed that Intrinsic Motivation, and a specific form of Course Competence are associated with positive attitudes to departmental research activity while Extrinsic-, Social- and Achievement-oriented students appear to be indifferent, or to have negative attitudes towards research. In the light of the present findings, it is suggested that previously reported negative evaluations of research-active teachers may come from a subpopulation of students who are extrinsically motivated and uninterested in communication with lecturers. Students in this group may avoid interaction with lecturers, while such interaction is sought by intrinsically-motivated, course-competent students. In these circumstances, lecturer views on the value of research for teaching might well be biased by feedback from those students who perceive it positively. It is noted that the present findings may explain how positive forms of student motivation can be enhanced.
Although it is evident that disciplines have their distinctive cultural characteristics, this consideration tends to be largely overlooked in research into, as well as policy-making within, higher education. The paper aims to draw attention to some of the resulting inadequacies in analysis and to explore their consequences. After offering an overview of the various disciplinary cultures, it examines different facets of academic activity at the macro, meso and micro levels and suggests that in each case the differences between disciplines are important enough to merit general recognition. The author concludes with a brief speculation on why the issue is so widely neglected.
Linking research and teaching is a topic of international interest. The links may take many different forms and may be found in all types of higher education institution. The main aim of the paper is to explore the complexity and contested nature of the research-teaching nexus in different national and institutional contexts, with particular reference to geography. It is argued that the relationship depends on how the terms ‘research’ and ‘teaching and learning’ are conceptualized. It is suggested that undergraduate students are likely to gain most benefit from research in terms of depth of learning and understanding when they are involved actively, particularly through various forms of inquiry-based learning. The development of such research-based curricula provides challenges to staff across the sector, not least because they may lead to finding new ways for staff and students to work together.
The advantages and problems of project work in geography are outlined. The origins of the large‐scale ‘Project’ at Salford are seen in the need for a new curriculum, and in the University's ‘education for capability’ objectives, which led to the Project being placed at the philosophical core of the new degree course in 1987. The Project has subsequently been translated into the department's ‘Enterprise’ scheme. The structure of the Project is outlined, with particular reference to group size and working, student control, task selection, staff input, geographical and professional skills, assessment, and problems. Three tasks are outlined, and student reaction is assessed.
This paper grows out of my academic journey from a long period teaching and researching geography to recently taking on the role of an educational developer. For most staff, their primary allegiance is to their discipline. In my experience, educational developers often fail to recognize and value staff's focus on their discipline ‐ or see it as an obstacle to improving the quality of their teaching. My central argument is that, to have a significant impact on the broad mass of staff, educational developers should work with these discipline‐based concerns. I detail how this can be achieved, drawing on much good practice from the UK, Australia and North America. Approaches include recognizing particular curricular and pedagogic concerns of the disciplines; helping staff to develop as scholars in the teaching of their discipline; for some staff to develop careers in the teaching of their discipline; and for educational developers to work with disciplinary organizations to promote discipline‐based teaching initiatives.
Discussion about the nexus between research and teaching in higher education has so far tended to take place at a generic level, with comparatively little attention paid to the significance of subject-based variations. Drawing on an educational development project involving four UK universities, the article considers the research–teaching nexus from the standpoint of the built environment disciplines. It reviews some ideas about the nature and meaning of research, and draws attention to key differences in the modes of knowledge production employed in practice-oriented fields, such as the built environment disciplines, and other fields. It addresses the notion of research-led and research-based teaching and learning, and elaborates on the range of ways in which knowledge production and student learning can be brought together.
This article reports an investigation of undergraduate motivation to learn. A Likert-type rating scale measure of motivation incorporated the general motivational dimensions identified by previous investigators, as well as a systematic theoretical framework that is more novel, and attempts to acknowledge the role of discipline-specific factors in motivation to learn. The motivation questionnaire was evaluated by measuring its success in explaining the academic achievement of biology, history, computing, planning, anthropology, geology, food science and nutrition, and education students (n = 380) in standard university assessments. The findings reveal that student performance is better explained by within- than across-discipline indexes of motivation, probably because some types of motivation lead to success in some disciplines but failure in others. Furthermore, items based on the theoretical framework developed to underpin the questionnaire (which distinguishes outcome from process incentives) were also found to explain more variation in student performance than general motivation items. Some practical implications of the findings are considered.
A review of various models of the relationship between research and teaching in universities is presented, and the evidence necessary to assess each model is outlined. A meta-analysis of 58 studies demonstrates that the relationship is zero. Suggestions for future directions are provided, and it is argued that a major goal could be to adopt strategies that enhance the relationship between research and teaching.
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