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Article: Using phenomenography to understand the research teaching nexus

TitleUsing phenomenography to understand the research teaching nexus
Authors
KeywordsApproaches to teaching
Experience of research
Experience of teaching
Phenomenography
Research-teaching relations
Issue Date2009
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/1682-3206
Citation
Education As Change, 2009, v. 13 n. 2, p. 325-338 How to Cite?
AbstractA close relationship between teaching and research is one which is espoused by most academics, yet there is little empirical evidence to support the relationship. This article shows how phenomenography is being used in a project to try to understand the research-teaching nexus. Case studies drawn from phenomenographic categories of description are used to show that when teachers see the subject matter of their teaching holistically, and see and illustrate links between this wider field and their teaching topics, they are more likely to describe their research as being conducted from a similar holistic perspective. And when teachers tend to concentrate on isolated packets of knowledge, on lists of content and on skills development, their research is more likely to be described in terms of a series of unrelated projects. The use of this qualitative result in the design of future quantitative research approaches is foreshadowed. © The University of Johannesburg.
Persistent Identifierhttp://hdl.handle.net/10722/90396
ISSN
2015 Impact Factor: 0.313
2015 SCImago Journal Rankings: 0.288
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorTrigwell, Ken_HK
dc.contributor.authorProsser, Men_HK
dc.date.accessioned2010-09-06T10:09:58Z-
dc.date.available2010-09-06T10:09:58Z-
dc.date.issued2009en_HK
dc.identifier.citationEducation As Change, 2009, v. 13 n. 2, p. 325-338en_HK
dc.identifier.issn1682-3206en_HK
dc.identifier.urihttp://hdl.handle.net/10722/90396-
dc.description.abstractA close relationship between teaching and research is one which is espoused by most academics, yet there is little empirical evidence to support the relationship. This article shows how phenomenography is being used in a project to try to understand the research-teaching nexus. Case studies drawn from phenomenographic categories of description are used to show that when teachers see the subject matter of their teaching holistically, and see and illustrate links between this wider field and their teaching topics, they are more likely to describe their research as being conducted from a similar holistic perspective. And when teachers tend to concentrate on isolated packets of knowledge, on lists of content and on skills development, their research is more likely to be described in terms of a series of unrelated projects. The use of this qualitative result in the design of future quantitative research approaches is foreshadowed. © The University of Johannesburg.en_HK
dc.languageengen_HK
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/1682-3206en_HK
dc.relation.ispartofEducation as Changeen_HK
dc.subjectApproaches to teachingen_HK
dc.subjectExperience of researchen_HK
dc.subjectExperience of teachingen_HK
dc.subjectPhenomenographyen_HK
dc.subjectResearch-teaching relationsen_HK
dc.titleUsing phenomenography to understand the research teaching nexusen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1682-3206&volume=13&spage=325&epage=338&date=2009&atitle=Using+Phenomenography+to+Understand+the+Research-Teaching+Nexusen_HK
dc.identifier.emailProsser, M: mprosser@hku.hken_HK
dc.identifier.authorityProsser, M=rp00952en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/16823200903234877en_HK
dc.identifier.scopuseid_2-s2.0-79955941030en_HK
dc.identifier.hkuros169556en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-79955941030&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume13en_HK
dc.identifier.issue2en_HK
dc.identifier.spage325en_HK
dc.identifier.epage338en_HK
dc.identifier.isiWOS:000273650600007-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridTrigwell, K=6602648752en_HK
dc.identifier.scopusauthoridProsser, M=7004075773en_HK

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