My research students in their capstone research projects in undergraduate and postgraduate studies have some thorny learning problems.
Full of theoretical frameworks and concepts, we cannot easily transfer our research skills and content knowledge to our research students' contexts and working backgrounds and in turn, research students cannot easily connect their research contexts and working background/research knowledge with ours. Teacher educators have their own working and research backgrounds, not necessarily aligning well with their research students. Indeed there are some cognitive gaps between research students and us!
In my situation, my teacher education examples might not be easily understood by research students with a background in the occupational background and vocational education contexts. Could our research skills and content knowledge be context-transferable? If so, what would be the suitable pedagogy? If not so, what would be the remedy? How can we conceptualize some (meta) cognitive pathway for research students to make the epistemological connections with their supervisors?
Could anyone share any effective learning and teaching strategies to resolve such learning and teaching problems?
Experiance and skills are necessary for both undergraduate and postgraduste research projects beside excellent therotical background
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