NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1133176
Record Type: Journal
Publication Date: 2015
Pages: 15
Abstractor: As Provided
Reference Count: 53
ISBN: N/A
ISSN: ISSN-0018-1609
Researcher-Led Teaching: Embodiment of Academic Practice
Hay, David; Weller, Saranne; Ashton, Kim
Higher Education Review, v48 n1 p25-39 Aut 2015
This paper explores the embodied practices of leading researchers (and/or leading scholars/practitioners), suggesting that distinctive "researcher-led teaching" depends on educators who are willing and able to be their research in the teaching setting. We advocate an approach to the development of higher education pedagogy which makes lead-researchers the objects of inquiry and we summarise case-study analyses (in neuroscience and humanities) where the knowledge-making "signatures" of academic leaders are used to exhibit the otherwise hidden identities of research. We distinguish between learning ready-made knowledge and the process of knowledge in the making and point towards the importance of inquiry in the flesh. We develop a view of higher education teaching that depends upon academic status a priori, but we argue that this stance is inclusive because it has the propensity to locate students as participants in academic culture.
Tyrrell Burgess Associates. 34 Sandilands, Croydon, CRO 5DB, UK. Tel: +44-2086-561770; e-mail: subscriptions@highereducationreview.com; Web site: http://www.highereducationreview.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom