ERG SES G 07, Education and Secondary Schools
This project comes from international relations and research results from the FIPAIF project [PTFC/CPE-CED/113015/2009], concerning the relationship between teaching and research in professional fields (see Lopes et al., 2013).
Currently one of the cornerstones of European politics is to modernize and make more competitive the sectors of higher education and research to levels of excellence (Ivan, 2011). The leaders in the areas of education and research have a decisive role in this new European scenario, where the learning process should be focused on students (Geraldo et al., 2010) with the aim of producing knowledge and develop the necessary skills required in the knowledge society (Ivan, 2011; reportBolognaBeyond 2010; Europe Commission, 2013).
The present situation is an excellent opportunity to rethink the relationship between teaching and research (Geraldo et al., 2010) and to understand how it is possible to integrate students in this relationship. In this perspective, students and lecturers are extensively seen in the literature as members of the same “community of learning” (Locke, 2012; Wood, 2009). The way in which research and education relate can assume a variety of meanings (see Willcoxson et al., 2011; Visser‐Wijnveen et al., 2010; Healey & Jenkins, 2006, Robertson, 2007), becoming a field of study of strong relevance (Healy & Jenkins, 2006; Simons & Elen, 2007; Boyer Commission, 1998).
The nature of the relationship between teaching and research may be influenced by the area of knowledge, by the level of education but also by the individual characteristics of each individual (Taylor, 2008). However, much of the research on the research-teaching nexus (RT nexus) has privileged studies across traditional universities based on the Humboldt tradition (Robertson, 2007); as well as on the perspectives of teachers and students, which tend to ignore the perspectives of other stakeholders, such as employers and professional bodies. Simons and Elen (2007) refer that the concept of "education through research" is generally used to define a central feature of the academic education at the Universities, distinguishing it from the higher education provided in professional institutions. In this sense, it’s pertinent to produce scientific knowledge that includes different higher education institutions, as well as, different perspectives.
Currently all areas of knowledge in higher education are dealing with several challenges: the transition to a model centered on students and learning; the emphasis on the acquisition of soft skills and their relation to the processes of learning by research; and the appeals to the social utility of knowledge (Robertson, 2007; Ivan, 2011).Teaching and nursing - by the requiring of their professional knowledge and its vocational nature – and engineering and economics – by having an academic tradition and a strong professional nature – can be particularly representative of the diverse problems that involve these challenges, both in their similarities as in their differences.
The main objective of this project is to identify the meaning and the importance that various stakeholders (lecturers, students, professional bodies, employers) involved in higher education confide to research as a strategy for teaching and learning and as a source of skills for employability and work, considering different professional fields – teaching, nursing, engineering and economics – and different contexts – Portugal and England.
Bologna beyond 2010 (2009). Report on the development of the European Higher Education Area. Background paper for the Bologna Follow-up Group prepared by the Benelux Bologna Secretariat - Leuven/Louvain-la-Neuve Ministerial Conference 28-29 April 2009 http://www.ehea.info/Uploads/Irina/Bologna%20beyond%202010.pdf Boyer Commission on Educating Undergraduates in the Research University (1998). Reinventing undergraduate education: A Blueprint for America’s Research Universities. Stony Brook: Carnegie Foundation for the Advancement of Teaching. Europe Commission (2013). HORIZON 2020 - The EU Framework Programme for Research and Innovation. http://ec.europa.eu/research/horizon2020/index_en.cfm?pg=home Geraldo, G. J., Trevitt, C., Carter, S., & Fazey, J. (2010). Nexus in undergraduate education: Spanish laws pre-and post-Bologna. Educational Research Journal, 9(1), 81-91. Healey, M. & Jenkins, A. (2006). Strengthening the Teaching-Research Linkage in Undergraduate Courses and Programs‘. New Directions for Teaching and Learning, 107, 45-55. Ivan, S. (2011). The new paradigm of Higher Education in the knowledge society. Journal Plus Education, VII(2), 46-59. Lessard-Hébert, M., Goyette, G., & Boutin, G. (1994). Investigação Qualitativa - Fundamentos e práticas. Lisboa: Instituto Piaget. Locke, W. (2012). The dislocation of teaching and research and the reconfiguring of academic work. London Review of Education, 10(3), 274-361. Lopes, A., Pereira, F. & Mouraz, A. (2013). A formação inicial de profissionais de ajuda: a enfermagem e o ensino unidade e diversidade. In A. Lopes (org.), Formação Inicial de Professores e de Enfermeiros: identidades e ambientes, (pp. 169-180). Lisboa: Mais Leituras. Lopes, A., Boyd, P., Andrew, N., Pereira, F. (published online, 2013). The research-teaching nexus in nurse and teacher education: contributions of an ecological approach to academic identities in professional fields. Higher Education. DOI 10.1007/s10734-013-9700-2. ISI WEB Quivy, R. & Campenhoudt, L. V. (2008). Manual de Investigação em Ciências Sociais. Lisboa: Gradiva. Robertson, J. (2007). Beyond the ‘research/teaching nexus’: Exploring the complexity of academic experience. Studies in Higher Education, 32(5), 541-556. Simons, M. & Elen, J. (2007). The ‘research-teaching nexus’ and ‘education through research’: an exploration of ambivalences. Studies in Higher Education, 32(5), 617-631. Taylor, J. (2008). The teaching-research nexus and the importance of context: a comparative study of England and Sweden. Compare, 38(1), 53-69. Visser‐Wijnveen, G. J., Van Driel, J. H., Van der Rijst, R. M., Verloop, N. & Visser, A. (2010). The ideal research‐teaching nexus in the eyes of academics: building profiles. Willcoxson, L., Manning, L., Johnston, N. & Gething, K. (2011). Enhancing the Research-Teaching Nexus: Building Teaching-Based Research from Research-Based Teaching. International Journal of Teaching and Learning in Higher Education, 23(1), 1-10.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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