Reflections on teaching and research: two inseparable components in higher education

Chan, Fanny Fong Yee

doi:10.1080/13540602.2014.885700

Cited by 3 publications

(1 citation statement)

References 27 publications

(30 reference statements)

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“…In the academic medicine literature, definitions of research education are broad and varied. This lack of clarity may be due, in part, to the universality of research education as a central component of higher education (Chan Fong Yee, 2014). Moreover, research theory, practice, and training have evolved as components of nearly every field, both in the humanities and sciences, which has led to the proliferation of different research ideals and best practices.…”

Section: Defining Research Educationmentioning

confidence: 99%

Becoming a Researcher in Academic Medicine: An Autoethnography of Research Faculty Development

Alwazzan

2023

Sage Open

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In the literature, research education is insufficiently addressed. Existing studies often document pre-/post-educational interventions. Accounts of individual scholars colored by their views and experience are rarely considered. This study describes the research experience of a faculty member in academic medicine and examines the values and practices that make up the subculture of research. Drawing on Hafler’s conceptual framework and autoethnography as a method, professional experiences related to research education are described and analyzed. Data were collected through the author’s journaled self-reflections. The findings were organized according to Hafler’s three suggested areas of faculty development. The first was the experience of formal professional development activities. There was a dearth of research education activities provided to faculty. The second was the experience of informal mentorship. Despite the tapestry of mentors, the types of relationships involved were unclear. The third theme is the experience of the culture surrounding promotion and funding. The quality of the research was challenged by the lack of funding. Current research education for faculty members are, in the author’s experience, modest. The research subculture encourages tacit strategies that orient faculty toward producing research on their own and influence scholarship decisions that produce works that do not necessarily have value and may not be considered impactful. A clearer purpose and more structured professional development that takes into consideration the three levels of faculty development—formal, informal, and cultural—are needed to help faculty fully realize their roles as researchers.

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Section: Defining Research Educationmentioning

confidence: 99%

Becoming a Researcher in Academic Medicine: An Autoethnography of Research Faculty Development

Alwazzan

2023

Sage Open

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Perceptions of the research–practice nexus: a case study of a secondary Postgraduate Certificate in Education course

Mariguddi

2020

PRACTICE

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Classical Myth in the University: A Contribution to Professional Teacher Development

Gomis¹,

Martínez²,

Cabezas³

2018

IES

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The use of Classical Greek myth as a narrative and metaphorical tool can contribute to the construction of a professional teaching identity. Adopting a biographical narrative approach, the present study sought to assess this contribution in a group of teacher and researcher trainees undertaking a postgraduate university course. The construction of personal narratives used for collective interpretation by the participants that generated them was analysed and interpreted in relation to the development of teacher professionalism. Our findings show the effective activation of metacognitive processes in order to rethink teacher professionalism from a narrative point of view. Using the structure and content of Classical myths as a scaffold, participants established valuable reflections on crucial aspects of teaching, identifying personal achievements and conquests as well as fears and insecurities. The structures latent in myth provided an effective framework with which to project and identify at least three hermeneutical themes—symbolism, function and structure—that form constituent elements of professional identity and are not only intertwined but are also constituted within a community of practice. Thus, Greek myths continue to offer an interesting cognitive and emotional scaffold that contributes to teacher professionalism, facilitating the formulation of a reflective, collaborative and personal meaning of identity which brings together personal teaching experiences and knowledge and is necessarily shared with the surrounding community of practice.

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Reflections on teaching and research: two inseparable components in higher education

Cited by 3 publications

References 27 publications

Becoming a Researcher in Academic Medicine: An Autoethnography of Research Faculty Development

Becoming a Researcher in Academic Medicine: An Autoethnography of Research Faculty Development

Perceptions of the research–practice nexus: a case study of a secondary Postgraduate Certificate in Education course

Classical Myth in the University: A Contribution to Professional Teacher Development

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