Negotiating the Teaching-Research Nexus: A Case of Classroom Teaching in an MEd Program

Autor/inn/en	Li, Yongyan; Li, Danling; Yang, Weipeng; Li, Hui
Titel	Negotiating the Teaching-Research Nexus: A Case of Classroom Teaching in an MEd Program
Quelle	In: New Zealand Journal of Educational Studies, 55 (2020) 1, S.181-196 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0028-8276
DOI	10.1007/s40841-019-00150-3
Schlagwörter	Masters Programs; Early Childhood Education; Research; English (Second Language); Second Language Learning; Language of Instruction; Research Methodology; College Faculty; Case Studies; Course Descriptions; Problem Based Learning; Student Projects; Active Learning; Professional Identity; Researchers; Teaching Methods; Correlation; Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? Magister course; Magisterstudiengang; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Forschung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Research method; Forschungsmethode; Fakultät; Case study; Fallstudie; Case Study; Kursstrukturplan; Problem-based learning; Problemorientiertes Lernen; Schulprojekt; Aktives Lernen; Researcher; Forscher; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Ausland; Hongkong
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01