Research should have practical implication and contribute to the teaching effectiveness.
Research should have practical implication and contribute to the teaching effectiveness.
Research can help a lot in teaching advanced courses (4th year level or above). I have not observed a significant contribution of research to teaching freshman or sophomore courses.
R & D and teaching are very different practical activities in science and profession; of course, the universal ideal would be to combine both fields in one person. In R & D, it is very difficult to remain in standard frameworks of knowledge; otherwise, you can not cross orthodox boundaries. As a teacher, you have to confirm existing knowledge standards; otherwise, you will confuse your audience.
Yes!! The relationship between this two is obvious and intimate. Research is something to find new and to establish thinking into reality through some structured way. Besides, Teaching is to dessiminate knowledge to the target group through some specific techniques correctly. Interestingly, both have same motivation “Bring a positive change”. Thank you All
In my own view, research and teaching can not be separated from each other. The findings from researches are also part of the teaching tools/materials in teaching for students to have practical aspect of what they have been thought theoretically. Research outputs bring real life findings that can be used to solve some problems in the society. Also, if the lecturer is vast in conducting research, he would be able to teach very well marrying both theory and practical aspects of the course being taught in class. Moreover, the students would really be thorough in such aspects of the course.
Often the best professors are also the best investigators. Their passion for teaching is closely linked to their passion for methodology, investigatory process, data collection and analysis and discovery. Sometimes the institution gives us little choice because of heavy teaching loads...so, what do you do?
In my best semesters I taught one or two sections of research methods. Sometimes the state, a county board of commissioners, a hospital system, or some other source would want a research project....so, I turned my research methods class into a consulting firm in return for the source paying tuition for the 25-30 students in the class. It was wonderful. Half the time spent on theory and methods was balanced by half the time literally in the field, the statistics lab, the questionnaire design process, or discussing, in depth, the research questions with the sponsor. In each case data were collected for the sponsor and a final report was delivered on time....in many cases data were later used for student thesis projects and many of these students ended up with publications in their own names.
Students respect faculty members who bring good, original, published research that they, themselves, have conducted and weave into the classroom experience. My students were more interested in the applications of my discovery in areas of epidemiology, health care for the poor & under-served, traffic safety, alcohol abuse, health regulation, or health care delivery systems than they were in the broader literature...but then they recognized the relevance of the broader literature when it was related to work done my "my professor".
Questions of policy, theory, debates within the literature, controversial issues, and the slow growth of knowledge are all best served when the boundaries between research and teaching are minimized.
Research can master the existing body of knowledge to creat new knowledge. Research results imbue fresh material in the classroom.
I recommended the following link
https://www.bartleby.com/essay/How-Research-Can-Affect-Teaching-at-the-FK75XZA573UEY
Best Regards H. Naderpour
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