Advertisement

Negotiating the Teaching-Research Nexus: A Case of Classroom Teaching in an MEd Program

  • Yongyan LiEmail author
  • Danling Li
  • Weipeng Yang
  • Hui Li
Article
  • 9 Downloads

Abstract

This paper reports a case study of the manifestation of the teaching-research nexus in a research-active professor’s classroom teaching of a research methods course targeting a cohort of Master of Education (MEd) students in early childhood education (ECE). The study was conducted at a research-intensive English-medium university in Hong Kong where excellence in both teaching and research is emphasized. Data were gathered through classroom observation and interviews with the focal participant. Data analyses showed that in teaching the research methods course the focal professor aimed to train the students to become critical ‘consumers’ and novice ‘producers’ of research through a ‘PBL-triple’—problem-based, practice-based, and project-based—approach, and his identity as a prolific researcher also influenced his class teaching. Our study contributes to the literature by providing a new perspective on research-teaching relationships from the classroom.

Keywords

Teaching-research nexuses Research-active academics Knowledge building Research methods course Master of Education 

Notes

References

  1. Allwood, C. M. (2012). The distinction between qualitative and quantitative research methods is problematic. Quality & Quantity,46(5), 1417–1429.CrossRefGoogle Scholar
  2. Baldwin, G. (2005). The teaching-research nexus: How research informs and enhances learning and teaching in the University of Melbourne. Retrieved from https://www.canterbury.ac.nz/media/documents/forms/TR_Nexus2005.pdf
  3. Bereiter, C. (2002). Education and mind in the knowledge age. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
  4. Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching.Google Scholar
  5. Brew, A. (2010). Imperatives and challenges in integrating teaching and research. Higher Education Research & Development,29(2), 139–150.CrossRefGoogle Scholar
  6. City University of Hong Kong (2018). TDGs—teaching development and related grants. Retrieved from http://www.cityu.edu.hk/edge/grant/tdg/
  7. Deem, R., & Lucas, L. (2006). Learning about research: Exploring the learning and teaching/research relationship amongst educational practitioners studying in higher education. Teaching in Higher Education,11(1), 1–18.CrossRefGoogle Scholar
  8. Dunn, M., Harrison, L. J., & Coombe, K. (2008). In good hands: Preparing research-skilled graduates for the early childhood profession. Teaching and Teacher Education,24(3), 703–714.CrossRefGoogle Scholar
  9. Earley, M. A. (2014). A synthesis of the literature on research methods education. Teaching in Higher Education,19(3), 242–253.CrossRefGoogle Scholar
  10. Elton, L. (2001). Research and teaching: Conditions for a positive link. Teaching in Higher Education,6(1), 43–56.CrossRefGoogle Scholar
  11. Gunn, A. (2017). Critical debates in teaching research methods in the social sciences. Teaching Public Administration,35(3), 241–259.CrossRefGoogle Scholar
  12. Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. York: The Higher Education Academy. Retrieved from https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/hea/ private/developingundergraduate_final_1568036694.pdf
  13. Hong Kong Polytechnic University. (2018). Teaching and learning related projects. Retrieved from https://www.polyu.edu.hk/edc/tdg/
  14. Huang, Y. (2018). Revisiting the research-teaching nexus in a managerial context: Exploring the complexity of multi-layered factors. Higher Education Research & Development,37(4), 758–772.CrossRefGoogle Scholar
  15. Jesson, J., Carpenter, V., McLean, M., Stephenson, M., & Airini, (Eds.). (2010). University teaching reconsidered: Justice, practice, inquiry. Wellington: Dunmore Publishing.Google Scholar
  16. Li, H., Rao, N., & Tse, S. K. (2012). Adopting western pedagogies into teaching Chinese literacy: Comparison of Hong Kong, Shenzhen and Singapore preschool classrooms. Early Education and Development,23(4), 1–19.CrossRefGoogle Scholar
  17. Li, H., Wong, J. M. S., & Wang, X. C. (2010). Affordability, accessibility, and accountability: Perceived impacts of the pre-primary education vouchers in Hong Kong. Early Childhood Research Quarterly,25(1), 125–138.CrossRefGoogle Scholar
  18. Mägi, E., & Beerkens, M. (2016). Linking research and teaching: Are research-active staff members different teachers? Higher Education,72(2), 241–258.CrossRefGoogle Scholar
  19. Malcolm, M. (2013). A critical evaluation of recent progress in understanding the role of the research-teaching link in higher education. Higher Education,67(3), 289–301.CrossRefGoogle Scholar
  20. Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.Google Scholar
  21. O’Neill, J. (2012). Material fallacies of education research evidence and public policy advice. New Zealand Journal of Educational Studies, 47(1), 153–160.Google Scholar
  22. Pennycook, A. (1996). Borrowing others’ words: Text, ownership, memory, and plagiarism. TESOL Quarterly,30(2), 201–230.CrossRefGoogle Scholar
  23. Robertson, J., & Bond, C. (2005). The research/teaching relation: A view from the edge. Higher Education,50(3), 509–535.CrossRefGoogle Scholar
  24. Tight, M. (2016). Examining the research/teaching nexus. European Journal of Higher Education,6(4), 293–311.CrossRefGoogle Scholar
  25. Tight, M. (2017). Understanding case study research: Small-scale research with meaning. Los Angeles: Sage.Google Scholar
  26. Universities UK. (2002). Universities UK’s response to DfES Discussion paper on higher education. London, December 2002.Google Scholar
  27. University of Hong Kong. (2018). Quality manual. Retrieved from https://tl.hku.hk/quality-manual/
  28. Wallace, D., Lennon, O., King, J., & Doran, P. (2018). The Research-teaching nexus as a curriculum development tool in a graduate taught programme. AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education10(3). Retrieved from http://ojs.aishe.org/index.php/aishe-j/article/view/[367
  29. Woodhouse, D. (1998). Auditing research and the research/teaching nexus. New Zealand Journal of Educational Studies,33(1), 39–53.Google Scholar

Copyright information

© New Zealand Association for Research in Education 2019

Authors and Affiliations

  1. 1.Faculty of EducationUniversity of Hong KongHong KongChina
  2. 2.S R Nathan School of Human DevelopmentSingapore University of Social SciencesSingaporeSingapore
  3. 3.Department of Educational StudiesMacquarie UniversityMacquarie ParkAustralia

Personalised recommendations