Investigate your own teaching

As a researcher and teacher, you are encouraged to use a research-informed approach to your teaching. This means that you already work with professional disciplinary knowledge, practical knowledge and scientific knowledge combined with insight into student learning. Even if you do not know the research literature behind these topics. A practice educational research project can ask different questions. For instance, what effect does student-activating teaching have on student motivation, knowledge acquisition? In the process, we would work to specify your research question and methods in terms of your course, i.e. which teaching format, what student outcome etc. how to measure this change and where to publish the findings.

The purpose of choosing this practice educational research approach is to explore your own educational practice. We draw on three research areas to facilitate your exploration. 1) SOTL 2) discipline-based didactics and 3) research methods.

When the goal is to contribute to the theoretical knowledge base of academic education within a discipline or course didactics, we refer to discipline-based educational research (DBER). Both SOTL and DBER are research-informed approaches to education without clear separation, but they form a continuum. To explore your practice, research methods, most often taken from the social sciences (questionnaire etc.) can be useful.

As a researcher and teacher engaging in practice-teaching research, you can contribute to knowledge about processes and outcomes of university teaching. What do your students, you as a teacher, teach your colleagues because of teaching (an educational intervention)? It not only promotes your research career that you can publish within your subject, but also quality teaching that you can explore learning and education.

In addition, your commitment to practice education research encourages you to think more critically about your own teaching and to be inspired to innovate your teaching and develop a strong teaching portfolio.

CESU supports your way into a scientific approach to your teaching design and evaluation of your teaching through individual meetings, sparring and larger meetings and, if appropriate, research collaborations where we are planning a publication.