Strengthening the Links Between Research and Teaching: Cultivating Student Expectations of Research-informed Teaching Approaches
Strengthening the Links Between Research and Teaching: Cultivating Student Expectations of Research-informed Teaching Approaches
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加强研究与教学之间的联系：培养学生对研究型教学方法的期望
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
S. Morón
中科院分区：
文献类型：
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作者：
M. McLinden;C. Edwards;J. Garfield;S. Morón
本文借鉴了一项机构调查的结果，探讨了对研究型教学的看法，以探讨如何适当加强研究与教学之间的联系，从而为教学文献做出了贡献。虽然高等教育中研究与教学的整合可以提供有价值的方法
为了增强学生的学习体验，鉴于不同的实践和理解水平，建立这种综合联系可能会很复杂且存在问题。 “研究型”教学的定义表明学生积极参与研究的差异，这些差异可以由
纪律传统。该调查表明了伯明翰大学研究型教学的实践程度，从而深入了解了理解和实践。特别是，它提供了对研究知情的方式的见解。
教学关系被解释并嵌入其中
学科、将研究和教学联系起来的障碍/困难以及对学生学习体验的影响。研究结果表明，对研究型教学的理解
情况各不相同，学生们对其被确定为关键问题的确切内容缺乏了解。在本文中，我们讨论了可以支持学生更积极地参与课程的方法类型，并呼吁分享学科内的更多课程示例。
This article contributes to the pedagogical literature in drawing on findings from an institutional survey exploring perceptions of research-informed teaching, to examine how links between research and teaching can be suitably strengthened. Whilst the integration of research and teaching in higher education can provide valuable ways
of enhancing the student learning experience, establishing such integrative links can be complex and problematic given different practices and levels of understanding. Definitions of ‘research-informed’ teaching indicate variations with respect to the active involvement of students in research that can be compounded by
disciplinary traditions. The survey provided an indication of the extent to which research-informed teaching was practised at the University of Birmingham and thus an insight into understanding and practices. In particular, it offered insights into the ways in which research-informed
teaching relationships were interpreted and embedded within
disciplines, the barriers/difficulties to linking research and teaching and the perceived impact on the student learning experience. The findings suggest that understanding with respect to research-informed teaching
was variable, with a lack of understanding among students of precisely what it constitutes identified as being a key issue. In this paper we discuss the type of approaches that could support more active student engagement in the curriculum and call for the sharing of more curriculum examples from within the disciplines.