Towards Developing a Common Conception of Research-Based Teaching and Learning in an Academic Community

Jaanika Blomster, Stephen Venn, Viivi Virtanen

Abstract


This study aims to determine whether bioscience teachers and researchers in a research-intensive university have consistent views on research-based teaching, and to evaluate whether teachers’ conceptions and views on practical teaching methods are aligned. Fifty-eight teachers completed a questionnaire concerning conceptions and practices of teaching. By using qualitative content analysis, we distinguished three categories of conceptions: teacher-centred, student-centred and a view whereby pedagogical research was valued. Views on teaching practices were divided into five categories, according to how the teachers viewed students’ involvement in research. A highly significant correlation indicated that teachers with more student-centred conceptions were likely to implement practices involving students in research and the academic community. Our study shows a plethora of conceptions of research-based teaching in an academic community and suggests that to enhance teaching quality in higher education, cooperation on the development of common conceptions is necessary; they will not evolve by themselves amongst academics.


Full Text: PDF DOI: 10.5539/hes.v4n4p62

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This work is licensed under a Creative Commons Attribution 3.0 License.

Higher Education Studies  ISSN 1925-4741 (Print)   ISSN 1925-475X (Online)

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