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- W2561128001 abstract "The compelling ideal of the modern university associated with the famous educationist Ernest Boyer is a scholarly organism underpinned by a symbiotic relationship between teaching and research. This complementarity is not necessarily there in practice (Freestone et al., 2003). The cleavage is frequently institutionalised and experienced in unsettling ways at an individual level. Introducing a stimulating collection of reflective stories, Andre and Frost sardonically capture the unwritten instruction issued to new academics: Your job includes two primary tasks. Task One will earn you an increased salary, will secure your professional mobility, will enhance the reputation of your employer, will result in invitations to attend interesting conferences nationally and internationally, and can be done on a flexitime basis and at home. Task Two is unlikely to enhance your salary, save your tenure decision, or increase your professional mobility significantly and may, if pursued with too much enthusiasm, undermine these. (Andre and Frost, 1997, ix-xii) There remains an obvious nexus between research and teaching, however indirect. The rationales of research-led, -oriented, or -informed teaching are widely recognised, if only implicitly. But the research-teaching relationship can be complex, contested and 'troubled' (ACSP, 2003). Links should not be bludgeoned through insensitivity to disciplinary, cultural, institutional, experiential, temporal and other differences. Nevertheless, benefits of greater synergies between research and teaching have emerged as a vector of some significance for tertiary educators, institutions, and funding and review bodies. Marsh and Hattie distil the case for research-rich teaching strategies: Research forms the basis of the content of teaching. Teachers who are active researchers are more likely to be on the cutting edge of their discipline and aware of international perspectives in their field . . . Results from one's research can be used to clarify, update, and amend the teaching of a topic. Research enhances teaching through the introduction of new topics and methodologies. Teachers discussing their own research provide a sense of excitement about the results and how they fit into a larger picture. Active researchers are more effective at instilling an actively critical approach to" @default.
- W2561128001 created "2017-01-06" @default.
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- W2561128001 date "2004-01-01" @default.
- W2561128001 modified "2023-09-27" @default.
- W2561128001 title "Triangulation of research, teaching and practice" @default.
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