Negotiating the teaching-research nexus: A case of classroom teaching in an MEd program

Yongyan LI, Danling LI, Weipeng YANG, Hui LI

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2 Citations (Scopus)

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. Copyright © 2019 New Zealand Association for Research in Education.
Original languageEnglish
Pages (from-to)181-196
JournalNew Zealand Journal of Educational Studies
Volume55
Issue number1
Early online date22 Nov 2019
DOIs
Publication statusPublished - Jul 2020

Citation

Li, Y., Li, D., Yang, W., & Li, H. (2020). Negotiating the teaching-research nexus: A case of classroom teaching in an MEd program. New Zealand Journal of Educational Studies, 55(1), 181-196. doi: 10.1007/s40841-019-00150-3

Keywords

  • Teaching-research nexuses
  • Research-active academics
  • Knowledge building
  • Research methods course
  • Master of Education

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