NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1256365
Record Type: Journal
Publication Date: 2020-Jul
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0028-8276
EISSN: N/A
Negotiating the Teaching-Research Nexus: A Case of Classroom Teaching in an MEd Program
Li, Yongyan; Li, Danling; Yang, Weipeng; Li, Hui
New Zealand Journal of Educational Studies, v55 n1 p181-196 Jul 2020
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.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Grant or Contract Numbers: N/A