Re-Integrating the Professional Learner. The Complementarity of Teaching and Research in Academic Life.

Autor/in	Sims, David
Titel	Re-Integrating the Professional Learner. The Complementarity of Teaching and Research in Academic Life.
Quelle	Aus: Izak, Michal (Hrsg.); Kostera, Monika (Hrsg.); Zawadzki, Michal (Hrsg.): The future of university education. Cham: Palgrave Macmillan US (2017) S. 227-241Verfügbarkeit
Reihe	Palgrave Critical University Studies
Sprache	deutsch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	978-3-319-83614-0
Schlagwörter	Forschung; Lehre; Studium; Hochschullehrer; Student; Ausland; USA
Abstract	Academics talk about teaching and research as two separate activities, and they are often resentful of either one dominating the other. More simply, they often complain that excess teaching drives out research. This chapter argues that the future of university education requires us to bring these two activities back together. Academics are professional learners. They have given years of their life to becoming proficient in how to understand their chosen field, how to learn more about it over time and how to test and improve that understanding. They have moved beyond their early ways of learning by becoming more adept at it, and more critically thoughtful about what they have really achieved. Research is the process of devising ways of learning further, conducting the work needed for that learning, checking if what has been learned is really what they thought it was and then sharing that learning with others through publication. Referees and editors contribute further to that learning by checking the quality of the statements made about it and challenging the author on the clarity and probity of their learning before it is published. That is the craft of research, and teaching is the apprenticing of others to this craft. While this may seem obvious to research students, this chapter argues that good-quality university education also apprentices all other students to the academic. While the academic may pass on some content to their students, their main job in teaching is to invite the student to join them in their learning, and show them how to do it. The role of assessment is to challenge the student as to how well they have done their learning, and to give them ideas about how to learn more effectively in their particular subject area in the future. The dialogue between an academic and student is one in which both parties learn, though not necessarily the same amount or in the same way. At the very least, the academic is learning to be a better apprentice teacher, but more than that, academics often learn about, and change their minds about, their areas of expertise while talking about it to students. In doing this openly, they are modelling learning for their students. Attempts to make university teaching more efficient have tended to produce standardised models of teaching, but this chapter argues that such attempts have made the resultant learning completely ineffective. Students who are invited to consume standardised courses in a passive way will end up with a dull and lifeless body of knowledge, when they might have been invited into the excitement of high-quality learning for themselves. Apprenticeship is a less condescending form of university teaching, and more exciting for the academic too, and it offers an exciting future for university education. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2019/3