Gør tanke til handling VIA University College
How does Assistant
Lecturer’s R&D activities affect teaching?
Henriette S. Duch Birthe Lund
Verner Larsen
10/7/22
Why should (all) lecturers do reseach?
Does R&D influence teaching?
Does R &D improve teaching?
VIA University College in Denmark
10/7/22
– Educates future engineers, designers, teachers, education specialists, nurses among others.
– Offers more than 40 degree programs at 8 campuses across the region.
– VIA's departments of further education has more than 20,000 annual participants in programs on diploma, academy profession and master degree level.
– Through research and development the programs are based “on the
latest knowledge. “
R&D
University colleges are financed by the state. No students fee, but funding for R&D is important
The production of R&D is reported to the state as a quality measurement Based on the Frascati-manual (OECD, 2015).
“basic research”
“applied research”
“experimental research”
Criteria for research is defined
Research at University Colleges:
The Knowledge triangle/ Lisabon triangle
10/7/22
E
mplo
yme nt , Gr o wt h
and s
oc
ia
l co he s
ion
R&D
Professio
Teaching n
Research is mandatory :
– When University Colleges in Denmark recruit new teachers, they are temporarily employed as so-called ‘Assistant Lecturers’. (from now on: AL)
– During the first four years they must qualify to become ‘Associate Lecturers’ (Ministry of Higher Education and Science, 2015; 2016).
– The process of qualification includes developing teaching
competences and gaining experience in professional education,
furthering education and participating in Research and Development
work (R&D).
Research question
10/7/22
How may assistant lecturers’ participation in R&D activities contribute to teaching
practices in professional education?
Theory – preconceptions and premises
– Two fields – each with their own logics
– How do knowledge move from one site to another? – a kind of transformation
– AL’ s judgements, considerations etc on what to bring into classroom (or curriculum) Keyword:
Transformation - non-essentialist view on knowledge – To questions follow:
– 1) What do ALs do with R & D knowledge in the crossing of contexts and – 2) How does that knowledge change?
R&D
Education teaching and Knowledge production
Re-production Profession
Questions for empirical research
10/7/22
1. How is AL-qualification organised within the various areas of VIA?
2. What types of R & D work are ALs engaged with, what are their roles;
and under which conditions?
3. What does the AL’s individual experience generally mean to them in relation to the subjects they teach in, and to the profession which they teach students to enter into?
4. What kind of knowledge does ALs consider as most valuable for the profession in question, and thus for teaching
5. In what way do AL enact their R & D capacity in the teaching?
Project design and methodology
A qualitative study - Period: January 2019 to 2020. Comprises:
– Documentary analyses and desk research on exciting procedures and programmes
– Theory review
– interviews with 4 coordinators from various departments/programmes – In depth-Interviews with 12 assistant lecturers from various
departments/programmes
– Observations of selected pedagogical practices
Analyses: “Ideal types” of AL
Theory- analytical tools
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– Recontextualisation (Bernstein):
– “a process by which knowledge is transferred from its production site to an educational context (Bernstein, 1996)”.
– High Complexity! AL should combine:
– Practical knowledge tacit elements – Explicit theoretical knowledge
– AL’s interpretation according to the specific situation (What is appropriate here?) – (M. Eraut)
R&D
Education teaching and
Production
Re-production
Recontextualisatio
n
Recontextualisation- perspectives
– A one-sided view of recontextualization?
– Transformation in more directions (Maton 2014) (Guile) – Multi-facetted understanding of recontextualisation
R&D
Education teaching and Knowledge
Production
Re-production Profession
Recontextualisatio
n
Preliminary results
10/7/22
1. Organization of AL’s R & D work – Coordinators perspective
2. Assistant lecturer’s perspective
Preliminary Results:
Organization of AL Qualification in VIA UC
Legal documents
VIA UC
Staff (educational)
manager (accountable) Coordinato
r (support)
Assistant lecturer (accountable) Supervisio
n (support)
Research centers and programmes Lecturer-Q
Committee
(support)
Preliminary results.
Key issues: The purpose of R & D
10/7/22
– R&D is new knowledge for the profession / profession – R&D is development of educational didactics
– R&D is competence development of the teachers
– R&D is a useful academicization of the programs; the students learn research methodology.
– R&D adds to the AL’s career paths
Preliminary results.
Types of R & D work (according to target) – R&D in Center or program (complying with Frascati-rules)
– R&D outside a center / program as “adjacent research development activities”
– R&D that deals with educational development
– R&D aimed at the development of the profession
– R & D as combinations of professional and educational development.
– •
Preliminary results:
Links between R&D and teaching
10/7/22
Coordinators claim:
– • No common strategy or system for the "relapse", i.e what type of impact should be weighed more than anything else.
– Where or who is the "connection"
– “mottled" – “random seepage", “a black box"
– A tendency that R & D centers wish to cultivate special areas, which in the education programmes have little attention. This inhibits relapse
– Linking has several levels. If you participate in curriculum development, there
are other (more) opportunities than if you only do teaching. To have an influence
on curriculum depends a lot on each AL’s interest in committing oneself to it
Preliminary results
Dilemmas – A schism: research and education have become two independent systems.
– The centers have a lesser interest in including new ALs who are novices and must be trained in research work. The centers may wish to concentrate it’s forces on “high academic research", more than to train novices.
– If a center takes new ALs, they might end up doing specialized tasks, more than serving their own competence development.
– A contradiction: in the fact that many of the ALs who have the most difficulty in implementing R&D are also the ones who have the most difficulty in
seeing the purpose and meaning of it, both for the education they teach in
and for themselves.
Preliminary results - Assistant lecturer’s perspective
10/7/22
Interviews – categorization - ideal types – Key categories:
– Identity: teacher – researcher – R&D: planed – incidentally – R&D: subject – organization
– What is learned and how: methods, theory, communication
– Content: subjects/courses/didactics - praxis
Discussion about key issues
– The concept of: Recontextualisation
Significance of Professional knowledge
– ……….
The knowledge creating process:
Knowing – knowledge – “not-knowing” – a learning perspective
10/7/22
R&D
Education teaching and (Re-production)
(Recontextualisatio
n) Collaborating by the teacher:
Knowledge creation Knowlede production Culture
Professional ethos
The chosen pedagogy - The ”role of the student”
Identity of the teacher
Postions in research and at UC
Profession and
professional
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