Developing research-rich teaching: sharing strategies

Abstract

There has long been a debate about the benefit of research-rich teaching (Hughes, 2005; Chetty and Lubin, 2010). Within early years settings, primary and secondary schools and other educational establishments there is now a policy-led expectation for evidence-based practice (Schneider, Avis and Leighton, 2002). This brings with it an imperative for research-rich pedagogy. Within the School of Education we have been exploring a range of ways to enhance our teaching through the use of research. This has been supported by the development of two new posts within the School, focusing on leading research development. Our desire has been to raise awareness of good practice and to empower colleagues to engage further with research-rich teaching. We believe it is vital for our students to develop a research disposition as academics and as professionals. Strategies we will share include: • Mapping the terrain of research engagement within the School of Education programmes • Disseminating ideas through a bi-monthly research bulletin • Embedding research within the vision for a programme • Engaging first year students (Level 4) in research We are hoping that our provocations will stimulate a debate around ways in which we can all further develop our pedagogies to embrace more diverse ideas around research and scholarship and the impact of such engagement on student learning and graduate employability. References Chetty, R. & Lubben, F. (2010) The scholarship of research in teacher education in a higher education institution in transition: issues of identity. Teaching and Teacher Education, 26, 813-20.