Does academic research helps teaching?

It depends.  Teachers gone through academic research have knowledge & exposure in specific research methodology & contents.  Some teachers pursue academic research is for better position, better remuneration, preparation for switching to a researcher / consultant role etc. which might not related to / improve their teaching competency.  However, some passionate teachers after gone through their academic research might want to teach students how to deepen their understanding / learning on specific contents as well as teaching them how to conduct research for further knowledge contribution.  Moreover, teaching is also an art whereby some teachers without academic research experience can teach better than a teacher with PhD etc.

Dear Manvendra Pratap Singh,

 Notably, academic research aims at creating new  outcomes, ideas, and arguments by engaging teachers  in the experiments concerning the realities associated with the process of teaching. Alternatively, since the research process is about a specific inquiry involving asking questions and developing answers through critical thinking and thoughtful reflection, it plays a pivotal role in keeping the teacher researcher up-to-date . Differently stated, research can act as a torchlight guiding the teacher researcher through different aspects of the classroom atmosphere. More significantly, engagement and critical reflection are essentially important in preparing teachers for a global society. On this basis, I strongly believe that teaching in the 21st century requires tearchers' action research for the purpose of satisfying the educational demands of the teching/learning  contexts.

Best regards,

R. Biria

Hi Manvendra

If I am not wrong, this question has two parts: 

1)Academic research is key to success in any professional career. 

2)Teachers should take interest in communicating their research among students; and students should take interest in learning from their teachers about the advances in certain area. 

Teaching (learning) and research based teaching at initial levels of education are mostly thinking and knowing practically. 

However, during the later stages in education, there are two important aspects related to research for teachers a) keeping up to date with research advances especially in the area of one’s specialty. b) personally doing research in the area of their specialty. 

The idea of research and advanced teaching (research based teaching) is more applied at college and university level. Most of the high level universities worldwide divide the tasks of teaching and research among the faculty members. One group of teachers (mostly PhD degree holders) gets involved mainly in teaching various courses. The other group of teachers/ researchers that are faculty members (essentially PhD degree holders) gets involved mainly in research and they deliver selected lectures in their research specialty. Such type of division in teaching and research is for proper mentoring the students. All this shows that teaching and research are part and parcel especially at higher level of education.

Does academic research helps teaching?

It depends.  Teachers gone through academic research have knowledge & exposure in specific research methodology & contents.  Some teachers pursue academic research is for better position, better remuneration, preparation for switching to a researcher / consultant role etc. which might not related to / improve their teaching competency.  However, some passionate teachers after gone through their academic research might want to teach students how to deepen their understanding / learning on specific contents as well as teaching them how to conduct research for further knowledge contribution.  Moreover, teaching is also an art whereby some teachers without academic research experience can teach better than a teacher with PhD etc.

It is supposed to improve the material that is being tought through experimentation.

Research topics are (supposed to be) closely related to subjects covered in lectures.

For example, if your research is on how to slow down a tsunami wave, the results of the experiments can be used to add supplementary notes in your course that will help the students realize the forces involved in the transmission of waves.

It must be an efficient and practical research 

I agree, ethics, morality and passion should teach to teachers. This help in improving their role towards society. They will explore the opportunity to implement their research applications .

Academic research helps a teacher to improve his/her knowledge. It also helps to get new ideas. But a good researcher need not be a good teacher and vice versa. Moreover, the research should no way affect the teaching hours. Many teachers are taking Ph.D. for promotions and better academic positions, not for improving their teaching ability. Some teachers are motivated through research and they motivates students with the extra knowledge they accrued through research.

Dr. Han Ping Fung's answer is clear.

Yes, this is an important aspect of improving the students' skills and developing the teacher's knowledge. Undoubtedly this task takes a lot of time. But with the correct organization of labor, it is always possible to combine science and training.

Why Should Teachers Do Research?

Why, indeed, when teachers are already busy teaching and managing their classrooms? Our Guest Editor Dr Hairon Salleh counts the ways research can help teachers face new challenges and become better practitioners.

.....

http://singteach.nie.edu.sg/issue46-bigidea/

I agree with Zahir that this is a two part question. In the United States, if you are not engaged in some form of academic research and more importantly publishing you will never make tenure and will be fired at most American universities. Having said that, my research adds to my knowledge base and helps me to stay current in my field. Hopefully I am able to pass this new found knowledge to my students and give them the most current information available. 

Does academic research helps teaching?

Previous entries' authors correctly mentioned a variety of career related reasons for teachers to be active in an academic research as well. However, it is an objective reality that teachers indeed think, talk, prepare, and review many times data and materials to deeply understand the subject matter they are teaching.

The numerous attempts to improve the teaching process by making the subject matter clearer, more transparent, and comprehensive from various stand points - those all are characteristic elements of any true academic research.

So that being active in a same domain research field is quite natural and brings up excellent new academic resources. It is also quite apparent, that professional researchers know more than anybody else in the domains of their specialty, and being in teaching is beneficial for students and academics as well.   

consisdero que El docente, como persona, ciudadano y profesional, en su rol de investigador y formador, es competente para orientar el conocimiento real del contexto, la comunidad, la región, el país, el mundo, la ciencia y la tecnología, con capacidad científica, técnica y humana para incitar a sus estudiantes a que encuentren las respuestas a múltiples preguntas; para ello, el docente se vale de procesos lógicos y sistemáticos que permitan la construcción de proyectos de investigación encaminados a solucionar problemas en los diferentes campos. Es a partir de la metodología basada en la investigación como el docente enseña a sus estudiantes a ser competentes, es decir, a saber a hacer en contexto. El docente investigador tiene la autoridad que le confiere el ser constructor y creador de conocimiento a partir de sus propias investigaciones, a diferencia del docente repetidor de teorías ajenas.

Mark Hughes's good review article on the relationships between teaching and research in higher education is available:

https://pdfs.semanticscholar.org/f166/d949281720914c16804ff29a8bf291689065.pdf

I strongly believe that research helps teaching. You don't just teach. You have to search for materials, read them, compare and contrast materials and prepare teaching notes and these steps are part of doing research. From experience, I discovered that being active researching helps me teach better? 

Does academic research helps teaching?

1.       Being a good researcher does not imply automatically being a good communicator neither a good professor.

2.       Being unable to develop any kind of research restricts considerably your own knowledge and consequently what you can transmit to the students.

3.       There are different types of research, and one of them is directly connected with the fact of given a communicable form to knowledge, and thus to teaching (in formal lectures or not).

I like very much a paper that a colleague from Lisbon discovered to me: The Nature of Research by Bruce Archer (Find link attached). Even it is related basically with design research I think the approach can be applied to any other area.

https://ia800201.us.archive.org/21/items/TheNatureOfResearch/Archer1995Codesign.pdf

Certainly! It is very different to go to class quoting and seeking many other authors compared to presenting the results of our own studies.

The importance of research for education's future

If education is not based upon research and evidence, then it runs the risk of being based upon one or more of the following:

-  Dogma

-  Theory

-  Ideology

-  Convenience

-  Prejudice

.......

https://www.expressandstar.com/news/education/2011/06/14/the-importance-of-research-for-educations-future/

Research helps in teaching, ie Action research

I have implemented some of my academic research in my teaching, so I can attest to the fact that it helps. See attached.

Best regards,

Debra

Conference Paper Debating: A Dynamic Teaching Strategy for Motivating Student...

Dear Debra! Thank you for a convincing positive argument and a concrete answer.

I do agree with Xue.

It should do it. But in many cases academic research is justification to teach, and not merit for itself.

I agree with the researchers and professors that research strongly enrich and enlighten teaching and pedagogy. My concern is as one guest commented that his research work must be delivered downstream among students to enlarge their thought process beyond traditional frameworks. Therefore, i believe that it is necessary that students from undergraduate program should be motivated into research work and contribute beyond their defined curriculum.

Dear Colleagues,

Good Day,

"THE ROLE OF RESEARCH IN TEACHER EDUCATION: REVIEWING THE EVIDENCE

At a time when virtually every government around the world is asking how it can improve the quality of its teaching force,the British Educational Research Association (BERA) and the RSA have come together to consider what contribution research can make to that improvement.

High quality teaching is now widely acknowledged to be the most important school-level factor influencing student achievement. This in turn has focused attention on the importance of teacher education, from initial training and induction for beginning teachers, to on-going professional development to help update teachers’ knowledge, deepen their understanding and advance their skills as expert practitioners. Policy-makers around the world have approached the task of teacher preparation and professional development in different ways, reflecting their distinctive values, beliefs and assumptions about the nature of professional knowledge and how and where such learning takes place.

At a time when teacher education is under active development across the four nations of the United Kingdom, an important question for all those seeking to improve the quality of teaching and learning is how to boost the use of research to inform the design, structure and content of teacher education programmes.

The Inquiry aims to shape debate, inform policy and influence practice by investigating the contribution of research in teacher education and examining the potential benefits of research-based skills and knowledge for improving school performance and student outcomes.

There are four main ways that research can contribute to programmes of teacher education:

• The content of such programmes may be informed by research-based knowledge and scholarship, emanating from a range of academic disciplines and epistemological traditions.
• Research can be used to inform the design and structure of teacher education programmes.
• Teachers and teacher educators can be equipped to engage with and be discerning consumers of research.
• Teachers and teacher educators may be equipped to conduct their own research, individually and collectively, to investigate the impact of particular interventions or to explore the positive and negative effects of educational practice.".....

Please, goto the link for more details......

https://www.thersa.org/discover/publications-and-articles/reports/the-role-of-research-in-teacher-education-reviewing-the-evidence

I believe it does.  Researching a topic makes one more familiar with that topic. You will come across new developments while you are researching that can help you in your teaching.  We can get students interested in research early by sharing our work with them and by inviting them to participate in the research as co-authors.

Everything that is done professionally and by specialists is helping.

The Relationship Between Teaching and Research

By Nick Feamster 

- Research results instill fresh material in the classroom.

- Teaching encourages us to think about the long road, the big picture, and what  “really matters” about a particular research contribution.

.....

https://greatresearch.org/2013/11/01/the-relationship-between-teaching-and-research/

No doubt.. They are helpful since they refresh and enrich teaching process by adding new inventions and innovation. Teaching world just like any other world need to review and renew its aspects periodically. 

In graduate school, a big part of teaching is to teach students how to conduct research on their own. Is it not?  Thinking back, I find that in that role, the teacher is double challenged when his student may achieve something that he wasn't expecting!  Is he encouraging him to pursuit its course or does he interprets any novel finding as his very _own_ , not his student's? 

Academic research is the key for good teaching 

Dear Colleagues,

Good Day,

"Six Reasons Why Research Is Important

Finding reasons why research is important seems like a no-brainer, but many people avoid getting involved in research. The lazy, if not mentally drained, student could say, "Not again." And a disinterested academic could just be doing it for promotion purposes. Yet, for those who like to learn - whether or not they are members of a learning institution - doing research is not just an imperative, but a need.

What reasons may drive one to appreciate research and engage in it?

1. A Tool for Building Knowledge and Efficient Learning

2. An Aid to Business Success and Job Search

3. Means to Understand Various Issues

4. A Way to Prove Lies and to Support Truths

5. A Seed to Love Reading, Writing, Analyzing, and Sharing Valuable Information

6. Nourishment and Exercise for the Mind."......

Please, goto the link for more details ....

https://owlcation.com/misc/Why-Research-is-Important-Within-and-Beyond-the-Academe

Does Faculty Research Improve Undergraduate Teaching? An Analysis of Existing and Potential Synergies

Academicians have been arguing for decades about whether or not faculty research supports undergraduate instruction. Those who say it does—a group that includes most administrators and faculty members—cite many ways in which research can enrich teaching, while those on the other side cite numerous studies that have consistently failed to show a measurable linkage between the two activities. This article proposes that the two sides are debating different propositions: whether research can support teaching in principle and whether it has been shown to do so in practice. The article reviews the literature on the current state of the researchteaching nexus and then examines three specific strategies for integrating teaching and scholarship: bringing research into the

classroom, involving undergraduates in research projects, and broadening the definition of scholarship beyond frontier disciplinary research. Finally, ways are suggested to better realize the potential synergies between faculty research and undergraduate education.

......

http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Teaching-Research(JEE).pdf

Dear Colleagues,

Good Day,

"Understanding the Relationship between Research and Teaching

The relationship between teaching and research is often assumed and just as often ignored. Research should and does influence teaching (and vice versa), but the gulf between the two can at times seem large. Teachers are told to use “research-based strategies” and yet such strategies may be presented to them stripped of the very sensitivity to context, analytic rigor, and thoughtful skepticism that are the hallmarks of quality research.

CEE members tend to view themselves as teachers, teacher educators, and researchers. As such, we bring to our work a keen awareness that classrooms are multi-dimensional and dynamic places, and that effective approaches to English language arts research honor human complexity, acknowledging the many influences that shape students’ learning and the differences among people, schools, and communities. We are likewise aware that using and conducting research well means being informed by a range of perspectives and empirical traditions as they address the particular challenges presented by communities, classrooms, and students.

This document outlines the relationship between research and teaching in English language arts. It is an attempt to provide a foundation for conversations about the characteristics of high-quality English language arts research, how teachers might use it, and how CEE can help to create and sustain communities of English language arts professionals who use and conduct research in meaningful and responsible ways.".....

Please, goto the link for more details....

http://www.ncte.org/cee/positions/researchandteaching

The Relationship Between Academic Research and Instructional Quality

By M. M. Robles

While the trend and job duties of the professoriate change, so does the relationship between academic research and the quality of instruction that students receive. Many theorists hypothesize varying models and have conflicting ideas regarding whether the relationship is positive, negative, or nonexistent

....

http://encompass.eku.edu/cgi/viewcontent.cgi?article=1094&context=fs_research

yes sure

https://www.researchgate.net/file.PostFileLoader.html?id=590f6d52217e20e17201fe66&assetKey=AS%3A491454310162432%401494183246039

Dear Colleagues,

Good Day,

"Combining Teaching and Research

.....   

Before you reconcile yourself to the idea that excellence in teaching and research are mutually exclusive, consider the similarities between the two endeavors.

Presenting at conferences and fielding questions from the audience requires the same skills as lecturing.

Designing an outstanding course outline and syllabus uses many of the same skills as putting together a literature review or grant proposal.

Both teaching and research help you develop insight into your field, refine your communication skills, and draw on your ability to select and organize content in a meaningful way.

Because they require similar skills, you will find that improvement and advancement in one feeds back into improvement and advancement in the other."....

Please, press on the link to read the rest of the article....

https://teachingcommons.stanford.edu/resources/teaching/planning-your-approach/combining-teaching-and-research

Although it is true that some teachers with no research experience can teach with very good quality, scientific research characterizes and differentiates the university from other educational institutions, contributes to the development of society, favors the preparation of teachers and helps teaching with higher quality.

The incorporation of undergraduate students to the research groups together with their professors will contribute to their academic and scientific training and, therefore, to the training of new scientists to respond to the increasing level of complexity of technological processes.

Dear Colleagues,

Good Day,

Here is a nice article that entitled:

"Is university research good for teaching?", Please, goto the link and see more details.....

http://theconversation.com/is-university-research-good-for-teaching-16225

Dear sir, answer for my question is there in the article and its really true. Research orientation should be incorporated but it should be downloaded to the students and society. Then academics will get benefited and receive accolades from society and industry. 

Dear Sir, academic research truly helps teaching.  It is really true.  Research orientation should be helpful teaching also.  It should be download from the different sources and utilize so many ways.

In true sense, Yes it really helps. 

But does it really helps question lies into this statement. 

I think that it helps when students are really involved in it. 

doing academic research helps to understand and to acquire academical contents. 

Investing effort in teaching well can actually make us better researchers. Sometimes find that certain faculty members are too eager to minimize teaching responsibilities in favor of “leaving more time to get research done”. Research results instill fresh material in the classroom. Although some subjects we learn in the classroom are fairly well-established, many areas are rapidly evolving. With the rise of large content and service providers New research results represent prevailing theories, the outcome of our cumulative understanding, and the application of concepts to the most relevant problem domains or our time. I find that there is no better way to keep my course material current than to peruse the latest research and update the material so that it reflects current understanding. Industry tracks research; Our understanding continues to evolve as new research results emerge. In many areas, industry aggressively tracks new technologies and research results, Instilling course material with fresh research results is one important way that instructors can help this process.

For more details , you can visit the following link:

https://greatresearch.org/2013/11/01/the-relationship-between-teaching-and-research/

Does Research Help or Hurt Teaching?

By Richard Vedder

The issue: does faculty research help or hinder the enterprise of offering quality instruction to students? The answer, I think (and probably most of the commentators in the Pope Center forum available online agree) is "both." Most of the time, a good researcher can be a better teacher because of the knowledge gained and the enthusiasm for the scholarly discipline reinforced by scholarly research, but if research becomes excessively time consuming, senior professors abandon students to ill trained graduate students, sometimes with dubious language capabilities.

.....

http://collegeaffordability.blogspot.com/2008/07/does-research-help-or-hurt-teaching.html

Dear colleague, 

Yes of course, scientific research is a strong tool to renew courses and applications.

kind regards!

Academic research helps to improve the different forms of teaching, in order with strengthen the methodological scientific work developed by teachers for to increasing student learning. University teachers need to introduce the results achieved in researchs to achieve high quality education

Yes academic research helps in teaching

I agree with Michelena, scientific - methodological work is one of the fundamental forms of methodological work.

The scientific - methodological work is the activity carried out by teachers in the field of didactics, to perfect the pedagogical - educational process, developing research or using the results of research.

The results of the scientific - methodological work constitute one of the main sources that allows the teacher the best development of the teaching - educational work.

 Valuable is having this exchange on issues of the complementaries (or not) of teaching and research -- or the extent to which teaching/research are two aspects of the same dimension (compared to two different dimensions).  

Toward this, an analysis: 

Article Research, Teaching, and Publication Productivity: Mutuality ...

Dear Colleagues,

Good Day,

"What are the benefits of educational research for teachers?

Cultivating a research-based approach to developing your practice provides evidence to effect change in your teaching, your classroom, your school, and beyond. Rebecca Austin, author of Researching Primary Education and Senior Lecturer at the School of Teacher Education and Development at Canterbury Christchurch University, highlights what the benefits are of research to your practice…

 In the context of the debate about what works and why, there is a wide range of benefits to researching your own practice, whether directly feeding into improvement through action research or, more broadly, gaining understanding and knowledge on themes of interest and relevance. This is why research is embedded into initial teacher education. As research becomes embedded in your practice you can gain a range of benefits. Research can:

1- help you find solutions to particular problems arising in your classroom or school.

2- underpin professional learning of knowledge, skills and understanding.

3- connect you with sources of information and networks of professional support. 

4- clarify purposes, processes and priorities when introducing change – for example, to curriculum, pedagogy or assessment.

 5- improve understanding of your professional and policy context, organisationally, locally and nationally, enabling you to teach and lead more strategically and effectively.

6- develop your agency, influence, self-efficacy and voice within your own school and more widely within the profession."....

Please, goto the link....

https://us.sagepub.com/en-us/nam/what-are-the-benefits-of-educational-research-for-teachers

Research is the process of creating new knowledge.  Making  progress in creating knowledge requires a significant amount of background knowledge.  This necessarily implies that we can’t become great researchers in a subject area merely by taking a class; we must embed ourselves in that topic area teaching a subject is perhaps one of the most efficient ways to become embedded in a subject matter,.  The process of building understanding in a particular area allows us to develop a deep understanding the paradigms and how those paradigms and the existing knowledge base might be extended (or amended).  

Research is the process of verifying if the existing knowledge still holds good in the changing scenario and as well as creating new knowledge. Academic research should be the base for class room teaching as the student should be equipped with the latest additions to the existing knowledge repositories. Academic research and publications are the best source for updation of knowledge.

Dear Colleagues,

Good Day,

"Six Reasons Why Research Is Important

Finding reasons why research is important seems like a no-brainer, but many people avoid getting involved in research. The lazy, if not mentally drained, student could say, "Not again." And a disinterested academic could just be doing it for promotion purposes. Yet, for those who like to learn - whether or not they are members of a learning institution - doing research is not just an imperative, but a need.

What reasons may drive one to appreciate research and engage in it?

1. A Tool for Building Knowledge and Efficient Learning.

2. An Aid to Business Success and Job Search

3. Means to Understand Various Issues

4. A Way to Prove Lies and to Support Truths

5. A Seed to Love Reading, Writing, Analyzing, and Sharing Valuable Information

6. Nourishment and Exercise for the Mind.".....

Please, goto the website link for more details.....

https://owlcation.com/misc/Why-Research-is-Important-Within-and-Beyond-the-Academe

Well, it depends. I think that most researches of my colleagues at Methods of teaching English helps a grat deal in teaching.

Hi all 

Well, I think if they are  researches-based teaching, they will effect teaching process directly.  But , if they are about other general academic areas which is theoretically-based , it will less effective in teaching process. 

Liqaa 

8 steps to improving learning and teaching through research

by Dr Shelley Kinash

1- Observation

2- Question

3- Hypothesis

4- Aims

5- Method

6- Results (Data and Analysis)

7- Discussion

8- Conclusion (Application, Limitations, Dissemination, Engagement, Impact)

.....

https://bond.edu.au/files/628/8%20steps%20to%20improve%20learning%20and%20teaching%20through%20research.pdf

Professor Kit Field discusses the importance of impartial research to improve education standards and the quality of teaching.

Read more at https://www.expressandstar.com/news/education/2011/06/14/the-importance-of-research-for-educations-future/#1EDXU2GfsxlFzASQ.99

Teacher Research: Improving Practice and Developing Teacher Voice Among Diverse Students in Early Childhood Education

By Barbara Henderson

- These materials describe Teacher Research (TR), and how we use it in the graduate program at San Francisco State University.

- This slide show provides a resource for teacher educators

    - to see how TR programs can be developed, and

    - to introduce the concept and skills of Teacher Research to

        - graduate students,

        - upper level undergraduates, or

        - practicing teachers beginning a collaborative TR group.

 ......

Dear Colleagues,

Good Day,

"Does educational research help teachers?

Do research and publication of the results help teachers? Research and practice is a two-way street which needs both sides to contribute to it to make it work best.

One of the problems with educational research is that most of it takes place in universities rather than in schools where it might produce useful results. I suppose that this is due to the nature of schools and universities – universities are places of research and schools are places where the theory is put into practice. I would argue that some serious rapprochement between these two groups needs to take place.

Sometimes the fact that research only produces theoretical results limits its interest for people who do the practical work of actually teaching. This again is the nature of university research. It is mostly theoretically rather than practically orientated."....

Please, goto the website link to read the rest of the article.....

http://au.educationhq.com/news/33568/does-educational-research-help-teachers/

yes it do

Analyses of data on publication productivity, in relationship to teaching, point to competition between the two (research, teaching) - with implications.

Consider:

Article Research, Teaching, and Publication Productivity: Mutuality ...

research-informed teaching is minimum standard for any university academic staff or professors of all levels.

Dear Colleagues,

Good Day,

Research is formalized curiosity. It is poking and prying with a purpose.

                                                              ----  Zora Neale Hurston 

My discipline is corporate finance and therefore, research helped me to show to my students the practicality and applicability of the finance theory discussed in class from organizational point of view.

It does help in teaching the frontiers of science. Without the knowledge of that, a professional education cannot be considered as a completed one.

Surely it helps, this is the key source to update the exiting knowledge.

Dear Manvendra:

Academic research helps teaching, of course, and the teaching practice too.

Ac. Res. helps, because research is the only standard universal way to know whether a method is good or not.

Your question could be interpreted in two ways: a one, about whether AR is useful for teaching, and a second one, relative to whether the AR process is helpful for the teaching process.

And the answer to both questions is YES.

I suggest you to check out the Prof. Hattie's books on Visible Learning, and his web page. Hattie has been analyzing the meta-analyses on the effectiveness of teaching methods, and it is VERY useful for us, as a researchers, and as professors.

Best,

Antonio.

Key question - with policy implications for individuals, departments, institutions !

Data point toward conflict of research and teaching - with respect to publication productivity. (Article below)

Article Research, Teaching, and Publication Productivity: Mutuality ...

Hello,

one reservation needs to be made: there are thousands of institutions (14,000 globally, with at least one paper indexed in the Scopus database - and 10,000 in the OECD economies, with at least a single paper in Scopus) - but only in some 10-15% of them globally visible research is conducted.

In the OECD area, there are only below 1,700 (or 17%) of institutions and companies which published 3,000 or more papers within a decade of 2009-2018. Or at least 300 paper per year...

So teaching at research-intensive universities differs from teaching in teaching-focused institutions. Basically, research matters more to teaching in this 10-15% minority of institutions globally. And research matters less in those teaching-focused ones...

The question can be divided into two questions - depending on the status of the institution...

Cheers!

Marek

To a certain degree, yes. Mostly when teaching advanced classes. Advanced classes can create unique opportunities for revising your own research experience. This overlap is less usual if you are responsible for an introductory class, specially those that have a predefined syllabus. But if working on organizing a new syllabus creates unexpected opportunities for exploring and systematizing a new literature, new subjects, new frameworks. When I want to explore a new literature I usually organize it into a new course: nothing is more effective than the need of reading for preparing classes on a new subject.

Research provides a depth of knowledge, teaching gives a breadth of knowledge: these are two complementary processes

A teacher can only engage students when he or she feels a great deal of pleasure in his or her research! The teacher must lead by example!

The teacher should provoke micro and mini studies right in the classroom. He should stimulate creativity! The creative potential of each student should be revealed.

All children are talented! Let's be proud of them!

Sure. It helps a lot in terms of availability, comprehensibility, comparability, creativity and interest in attending classes.

From my personal experience i may assure academic research it´s an important aid to quality of teaching. It provides examples to compare, to contrast, to support and to add value to knowledge