The transformative nature of research-based education: a thematic overview of the literature

A current trend in undergraduate education is the provision of authentic research activities that give students opportunities to develop essential skills for their discipline and a deeper understanding of the fundamental concepts. Although much has been written about the benefits of incorporating research into undergraduate teaching and learning, many issues are still contested, indistinct, or even ambiguous. The central argument in this chapter is that authentic research opportunities (if well incorporated in learning activities and well supervised by teaching staff) can and should provide students with a valuable transformative learning experience, which gives students more than only an increase of skills, knowledge, and attitudes: it should give students a lived epistemological experience of what it means to construct knowledge in their discipline. In order to develop research-based teaching and learning activities which are transformative for students, we, educators and educational researchers alike, need to focus our efforts on developing new teaching approaches toward increasing the transformative nature of research-based education at our institutes.Teaching and Teacher Learning (ICLON

The research-teaching nexus in the sciences : scientific research dispositions and teaching practice

This dissertation describes several studies concerning the research-teaching nexus in the sciences. General, it is recognized that a strong nexus exist between research and teaching at university education, but it was not always clear in which ways this relation could be implemented to positively influence student learning. Connections between teachers__ intentions, teaching practice, and scientific research dispositions were studied in this dissertation. Associations between these factors and suggestions for teaching practice in higher education were described in the context of the nexus of research and teaching in bachelor science courses. The findings show that scientific research dispositions of academics can be characterized by six qualitatively different aspects, namely the inclination to understand, to achieve, to share, to be critical, to be innovative, and to know. Furthermore, it became clear that teachers__ intentions not always correspond to students__ perceptions of research activities during the courses. Teachers__ intentions on tangible elements of the nexus were relatively more congruent with the students__ perceptions, than teachers__ intentions about intangible elements. The results suggest at that intangible elements of the research-teaching nexus, such as the stimulation of a critical disposition or the creation of an innovative atmosphere, need to be emphasized, if we want that students develop realistic conceptions about the nature of scientific research.LEI Universiteit LeidenTeaching and Teacher Learning (ICLON

Subject matter pedagogy in university teaching: how lecturers use relations between theory and practice

A central aim of university teaching is to transform students’ conceptual understanding of disciplinary knowledge. In order to achieve this, lecturers make decisions on subject matter and teaching approaches. However, there seems to be little attention for the role of subject matter pedagogy in university teaching. This study aims to explore a knowledge base of teaching through lecturers’ accounts of a relation between subject matter, theory and practice in Child and Education Studies (CES). Four narratives of the lecturers suggest that subject matter is central to how a relation between theory and practice is taught. At the same time, orientation towards teaching was relevant to teaching subject matter. Furthermore, the analysis revealed that every lecture runs into their own limits when teaching theory and practice. The findings suggest that university pedagogy is informed by specific subjects rather than the discipline. Implications for teaching and academic development are discussedTeaching and Teacher Learning (ICLON

Excellentieportfolio's beoordeeld: Waarop baseren examinatoren in het hoger beroepsonderwijs hun oordelen?

Teaching and Teacher Learning (ICLON

De praktijkschok van (v)mbo-leraren: Hoe goed bereiden wij leraren voor op de praktijk?

Teaching and Teacher Learning (ICLON

Undergraduate Research and inquiry in the Netherlands

Teaching and Teacher Learning (ICLON

Selecteren op geschiktheid voor het leraarsberoep: is het wenselijk om te selecteren aan de poort?

Teaching and Teacher Learning (ICLON

Professionaliteit van docenten: academische houding in het hbo

Teaching and Teacher Learning (ICLON