期刊名称：Journal of University Teaching and Learning Practice
印刷版ISSN：1449-9789
出版年度：2012
卷号：9
期号：2
页码：2
出版社：University of Wollongong
摘要：This paper builds on some ideas recently presented by Boyd et al. (2010). In that paper, the focus was on the ways in which experienced academic staff articulate the teaching-research nexus. By presenting six short case accounts, this paper describes how a reflective narrative activity enabled some ‘new to academe’ teachers to identify the teaching research nexus in their own work. For each of them, there was some particular reason or stimulus that led to them articulating the teaching-learning nexus in their work. Given the effectiveness of this method for enabling staff to consider the teaching-research nexus, this paper speculates on ways of drawing all academic staff to encounter the ‘concept’ of the teaching-research nexus.
关键词：teaching-research nexus reflective narrative university scholarship threshold concept professional development
