The ideal research‐teaching nexus in the eyes of academics: building profiles

Visser‐Wijnveen, Gerda J.; Driel, Jan van; Rijst, Roeland van der; Verloop, Nico; Visser, Anthonya

doi:10.1080/07294360903532016

Cited by 64 publications

(47 citation statements)

References 27 publications

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“…This could be explained by a potential overlap between supervisors' conceptions of themselves, research and teaching, on the one hand, and supervisors' values and intentions as expressed through a dilemmatic space, on the other hand (e.g. Brew 2003;Robertson and Bond 2001;Visser-Wijnveen et al 2010). …”

Section: Conclusion and Discussionmentioning

confidence: 99%

Novice supervisors’ practices and dilemmatic space in supervision of student research projects

Vereijken

Rijst

Driel

et al. 2017

Teaching in Higher Education

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Growing interest in student research projects in higher education has led to an emphasis on research supervision. We focus in this study on novice supervisors' approaches to research supervision as they explore their practices and experience difficulties supervising medicalstudents. Teacher noticing was used as a sensitising concept and relations with teacher dilemmas were explored in the research supervision context. To provide in-depth insights into supervisors' practices and pedagogical choices, twelve stimulated recall interviews with supervisors were analysed. The supervisors were involved in individual undergraduate or master degree student research projects at a research-intensive university. Analysis revealed four kinds of dilemmas which may influence research supervision practices, namely questions regarding regulation, student needs, the student-supervisor relationship and supervisors' professional identity. We explain the relationship between novice supervisors' practices and dilemmas in detail. Implications are given to enhance initiatives for professional development of supervisors. ARTICLE HISTORY

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Section: Conclusion and Discussionmentioning

confidence: 99%

Novice supervisors’ practices and dilemmatic space in supervision of student research projects

Vereijken

Rijst

Driel

et al. 2017

Teaching in Higher Education

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“…The results add to earlier work in hard-pure and soft-pure sciences, which concluded that students mainly familiarise themselves with the teachers' research through their courses (van der Rijst et al, 2013;Visser-Wijnveen, van Driel, van der Rijst, Verloop, & Visser, 2010). This can be interpreted in several ways.…”

Section: Discussionmentioning

confidence: 61%

Fostering first-year student learning through research integration into teaching: Student perceptions, beliefs about the value of research and student achievement

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Beaufort

et al. 2016

Innovations in Education and Teaching International

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Research should be explicated in undergraduate teaching in a way that stimulates student learning. Previous studies in higher education have shown that student perceptions of research integrated into teaching could promote student learning, but have also indicated that it can be difficult to confront first-year undergraduates with research during courses. In this study, we describe relationships between first-year medical student perceptions of research, learning outcomes and beliefs about the value of research. The Student Perception of Research Integration Questionnaire was filled out by 261 students. Answers were related to student achievement. The findings suggest that student motivation for research is strongly related to merging current research into teaching. Students rather recognised an emphasis on research methodologies than research engagement. Particularly student beliefs about research are related to achievement. It is suggested that to foster positive beliefs about research, teachers should familiarise students with current research and create enthusiasm for research.

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“…In particular, over the last decade, a significant amount of emic material has been recorded and analyzed in terms of the outcomes of research-teaching linkages across Anglophone and European universities [22]. The Humanities have certainly not been immune to this trend [14,23]. Through our conversations with and as educational developers and researchers we have arguably been reflecting back local customs, meanings, and beliefs, rather than illustrating our material practices and how these might be contradictory or dissonant to our narratives about those practices [24].…”

Section: Plot 1: Excavating the Emic Foundations Of Our Stories: Brinmentioning

confidence: 99%

Present Teaching Stories as Re-Membering the Humanities

Gunn

2014

Humanities

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Abstract:The ways in which Humanities scholars talk about teaching tell something about how we interact with the past of our own discipline as well as anticipate our students' futures. In this we express collective memories as truths of learning and teaching. As cultural artifacts of our present, such stories are worthy of excavation for what they imply about ourselves as well as messages they pass onto our successors. This paper outlines "collective re-membering" as one way to understand these stories, particularly as they present in qualitative interviews commonly being used to research higher education practice in the Humanities. It defines such collective re-membering through an interweaving of Halbwachs, Ricoeur, Wertsch and Bakhtin. It proposes that a dialogic reading between this understanding of collective re-membering and qualitative data-sets enables us to both access our discursive tendencies within the Humanities and understand the impact they might have on student engagement with our disciplines, noting that when discussing learning and teaching, we engage in collectively influenced myth-making and hagiography. The paper finishes by positing that the Humanities need to change their orientation from generating myths and pious teaching sagas towards the complex and ultimately more intellectually satisfying, articulation of learning and teaching parables.

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The ideal research‐teaching nexus in the eyes of academics: building profiles

Cited by 64 publications

References 27 publications

Novice supervisors’ practices and dilemmatic space in supervision of student research projects

Novice supervisors’ practices and dilemmatic space in supervision of student research projects

Fostering first-year student learning through research integration into teaching: Student perceptions, beliefs about the value of research and student achievement

Present Teaching Stories as Re-Membering the Humanities

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