The the mystical teachings of jesus for jobs in the United Kingdom higher education sector (UKHEs) are continually asked to make presentations on topics such as ‘What are your views on, and experience of, research-led teaching in education?’, ‘How will your research contribute to the delivery of the University’s Learning and Teaching strategy?’ and ‘Describe how your research will contribute, over the next 3-5 years, to the international teaching profile of this University’, indicates the importance and perennial need to link teaching and research in the UKHEs. Additionally, those employed are encouraged to make their teaching ‘more research-led’. From this perennial desire locally, emerges coined phrases such as ‘research-led’, ‘research informed’ or ‘research enhanced’ teaching, which have now become established jargons in the sector.
One University in its learning and teaching policy defines research-led teaching as that which introduces students to the latest findings in their subjects and develops students’ powers of critical insight and intellectual synthesis. This idea is supported by writers such as Tushman & O’Reilly (2007), Anthony & Austin (2008,) Prichard (2000), and Paul & Rubin (1984) who see the role of research and its connection with teaching as enabling knowledge growth and improving practice and/or teaching.
Embedded in this definition is a reason for engaging in research-led teaching that is, to keep students informed of current developments in their chosen field and to aid the development of a cognitive skill. Another reason for engaging in research-led teaching in education and related careers, include the fact that it enables students to effectively function in many educational and related roles such as (Teaching, Educational Management or Administration in schools, Youth work, Community and Charity work, or the caring professions generally) which require:
- the skill of critical analysis
- critically evaluating knowledge
- making rational judgment in light of good evidence
- gathering and reflecting on the evidence
- being creative in light of rapid change and uncertainty (Brew 2010 and Brew, & Boud 1995).
So what exactly constitutes research-led teaching?
To answer this question I pull on personal experience ‘in the field’. My experience in this area involves:
- Sharing research with students. I do this in four ways:
One, I use personal research reports as teaching material during classes to enrich both postgraduate and undergraduate students’ learning. For example, my 2001 research on the church school relationship in the Cayman Islands resulted in the publication of a book with a similar title. This book is required reading for a module I teach. During specific sections of the module, the work is discussed and students are encouraged to critically think about, evaluate and challenge the claims made.
Two, during teaching, I utilise personal experiences and anecdotes/stories related to my own research to convey points of interest to students. For example, I might tell of interviewing a research participant and her responses, which betrayed her true belief about an educational issue.
Three, in addition to using personal research publications and personal stories during teaching, there is a list of required and recommended readings provided for all modules I teach. It is my responsibility to research the local archive, libraries, journals, and to order text books for all these modules. These readings are discussed during lessons and used to guide and broaden students’ thinking about the subject being studied and to actively engage them in critical examination of literary sources.