Abstract
Although much is known about the nature and importance of Research Informed Teaching (RIT), we know very little about its impact on teaching practice and students' learning. To redress this gap, we explore how RIT is conceptualised and practiced by academics and what impact, if any, RIT has on teachers and students. Through semi-structured interviews with 20 research-active teachers in Solent, we empirically reveal a range of innovative teaching practices and outcomes of RIT. In particular, our data also show a reverse-impact, where teaching also informs research (TIR) in meaningful ways. We discuss implications for HE provision in this presentation.
| Original language | English |
|---|---|
| Title of host publication | Understanding the impact of research-informed teaching on academic practice and student learning: a qualitative study |
| Publication status | Published (in print/issue) - 23 Jun 2017 |
| Event | Solent Learning and Teaching Community Conference 2017: IN PURSUIT OF EXCELLENCE: INSPIRING ACHIEVEMENT THROUGH TRANSFORMATIVE PEDAGOGY - Solent University, Southampton, United Kingdom Duration: 23 Jun 2017 → 23 Jun 2017 |
Conference
| Conference | Solent Learning and Teaching Community Conference 2017 |
|---|---|
| Abbreviated title | SLTCC 2017 |
| Country/Territory | United Kingdom |
| City | Southampton |
| Period | 23/06/17 → 23/06/17 |