Supporting the Teaching Researcher

Supporting the Teaching Researcher

<p class="REDUTITULOINGLES"><strong>ABSTRACT</strong></p><p class="REDUTITULOINGLES">Tensions between the research and teaching roles in university are well recognised. Past teacher training practices have only partially considered such issues and in...

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Autor principal: Esat Alpay
Formato: article
Lenguaje:EN
ES
Publicado: Universitat Politècnica de València 2012
Materias:
academic roles
academic staff motivation
research and teaching integration
teacher training
Education
L
Acceso en línea:https://doaj.org/article/b9799a9bb8ff4908b442dedc3e80e10a
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spelling oai:doaj.org-article:b9799a9bb8ff4908b442dedc3e80e10a2021-12-02T16:02:05ZSupporting the Teaching Researcher1887-45921887-4592https://doaj.org/article/b9799a9bb8ff4908b442dedc3e80e10a2012-08-01T00:00:00Zhttp://red-u.net/redu/index.php/REDU/article/view/395https://doaj.org/toc/1887-4592https://doaj.org/toc/1887-4592<p class="REDUTITULOINGLES"><strong>ABSTRACT</strong></p><p class="REDUTITULOINGLES">Tensions between the research and teaching roles in university are well recognised. Past teacher training practices have only partially considered such issues and indeed the motivations, bias and priorities of the teaching researcher. This paper provides an overview of teacher training (content and process) that is suited for the research-focused environment. Particular attention is given to a training approach that has been recently adopted at Imperial College London. The approach involves practice-based and experiential learning, support and input from a broad community (e.g. peers, senior peers and education experts), clear discipline contextualisation and ownership, and emphasis on the potential parallels between teaching and research and the value of teaching to research. Furthermore, teaching practices that capitalise on researcher and institutional strengths are encouraged, and exemplified through the notion of research-supporting teaching.</p><p class="Abstract">&nbsp;</p><p class="Abstract"><strong>RESUMEN</strong></p><p class="REDUTITULOINGLES"><strong>Respaldo al investigador que es tambi&eacute;n docente</strong></p><p class="Abstract">Las tensiones entre los roles investigadores y docentes en la universidad son de sobras conocidas. Hasta la fecha, la formaci&oacute;n del profesorado s&oacute;lo ha tenido en cuenta de forma parcial esta problem&aacute;tica, as&iacute; como las motivaciones, predisposici&oacute;n y prioridades del investigador que es a la vez profesor. Este art&iacute;culo ofrece una descripci&oacute;n general de la formaci&oacute;n del profesorado (en cuanto a contenido y a proceso) adecuada a un entorno enfocado a la investigaci&oacute;n. Concretamente se da informaci&oacute;n sobre el planteamiento de la formaci&oacute;n adoptado recientemente por la universidad Imperial College London. Este enfoque incluye aprendizaje experiencial basado en la pr&aacute;ctica, apoyo e input de una amplia comunidad (por ejemplo pares, pares s&eacute;nior y expertos en educaci&oacute;n), clara contextualizaci&oacute;n respecto a la disciplina y propiedad/interiorizaci&oacute;n, y &eacute;nfasis en los potenciales paralelismos entre docencia e investigaci&oacute;n as&iacute; como el valor de la docencia para la investigaci&oacute;n. Adem&aacute;s, se promueven aquellas pr&aacute;cticas docentes que aprovechan el rol investigador y el potencial institucional, y se ejemplifican mediante la noci&oacute;n de docencia que respalda la investigaci&oacute;n.</p>Esat AlpayUniversitat Politècnica de Valènciaarticleacademic rolesacademic staff motivationresearch and teaching integrationteacher trainingEducationLENESRed U, Vol 10, Iss 2, Pp 225-234 (2012)
institution DOAJ
collection DOAJ
language EN
ES
topic academic roles
academic staff motivation
research and teaching integration
teacher training
Education
L
spellingShingle academic roles
academic staff motivation
research and teaching integration
teacher training
Education
L
Esat Alpay
Supporting the Teaching Researcher
description <p class="REDUTITULOINGLES"><strong>ABSTRACT</strong></p><p class="REDUTITULOINGLES">Tensions between the research and teaching roles in university are well recognised. Past teacher training practices have only partially considered such issues and indeed the motivations, bias and priorities of the teaching researcher. This paper provides an overview of teacher training (content and process) that is suited for the research-focused environment. Particular attention is given to a training approach that has been recently adopted at Imperial College London. The approach involves practice-based and experiential learning, support and input from a broad community (e.g. peers, senior peers and education experts), clear discipline contextualisation and ownership, and emphasis on the potential parallels between teaching and research and the value of teaching to research. Furthermore, teaching practices that capitalise on researcher and institutional strengths are encouraged, and exemplified through the notion of research-supporting teaching.</p><p class="Abstract">&nbsp;</p><p class="Abstract"><strong>RESUMEN</strong></p><p class="REDUTITULOINGLES"><strong>Respaldo al investigador que es tambi&eacute;n docente</strong></p><p class="Abstract">Las tensiones entre los roles investigadores y docentes en la universidad son de sobras conocidas. Hasta la fecha, la formaci&oacute;n del profesorado s&oacute;lo ha tenido en cuenta de forma parcial esta problem&aacute;tica, as&iacute; como las motivaciones, predisposici&oacute;n y prioridades del investigador que es a la vez profesor. Este art&iacute;culo ofrece una descripci&oacute;n general de la formaci&oacute;n del profesorado (en cuanto a contenido y a proceso) adecuada a un entorno enfocado a la investigaci&oacute;n. Concretamente se da informaci&oacute;n sobre el planteamiento de la formaci&oacute;n adoptado recientemente por la universidad Imperial College London. Este enfoque incluye aprendizaje experiencial basado en la pr&aacute;ctica, apoyo e input de una amplia comunidad (por ejemplo pares, pares s&eacute;nior y expertos en educaci&oacute;n), clara contextualizaci&oacute;n respecto a la disciplina y propiedad/interiorizaci&oacute;n, y &eacute;nfasis en los potenciales paralelismos entre docencia e investigaci&oacute;n as&iacute; como el valor de la docencia para la investigaci&oacute;n. Adem&aacute;s, se promueven aquellas pr&aacute;cticas docentes que aprovechan el rol investigador y el potencial institucional, y se ejemplifican mediante la noci&oacute;n de docencia que respalda la investigaci&oacute;n.</p>
format article
author Esat Alpay
author_facet Esat Alpay
author_sort Esat Alpay
title Supporting the Teaching Researcher
title_short Supporting the Teaching Researcher
title_full Supporting the Teaching Researcher
title_fullStr Supporting the Teaching Researcher
title_full_unstemmed Supporting the Teaching Researcher
title_sort supporting the teaching researcher
publisher Universitat Politècnica de València
publishDate 2012
url https://doaj.org/article/b9799a9bb8ff4908b442dedc3e80e10a
work_keys_str_mv AT esatalpay supportingtheteachingresearcher
_version_ 1718385297039818752

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