Research-teaching nexus | Aims | Teacher role | Typical learning activities |
Teaching is research-led | To teach current research, including the research of researcher-teachers | Researcher-teacher as expert | Listen to lectures and read texts that present the outcomes from current research |
Teaching is research-oriented | To teach what it means to carry out research in the discipline | Researcher-teacher as role model | Engage in tasks that develop understanding and application of research methodologies, skills and techniques |
Teaching is research-tutored | To share and discuss disciplinary research practices and outcomes | Researcher-teacher as mentor | Write, peer review and discuss essays or papers on research topics and processes |
Teaching is research-based | To provide authentic research and enquiry experiences | Researcher-teacher as partner | Complete small-scale independent research assignments, collaborate with researchers as research assistants or participate in research placements |
Teaching is research-informed | To employ systematic enquiry into learning and teaching to design, carry out and evaluate teaching | Teacher-researcher as developer | Undertake small-scale (collaborative) enquiry into specific learning and teaching activities |
Research is teaching-influenced | To develop and enhance research processes and outcomes on the basis of engagement in teaching | Teacher-researcher as learner | Engage students in data collection, analyzing raw data or peer reviewing conference papers or draft journal articles that are emerging out of ongoing or recently completed research |