The construction of a Practice-Teaching-Research (PTR) model for the accomplishments of college interpreting teachers in China

Babel ◽  
2020 ◽  
Vol 66 (4-5) ◽  
pp. 604-618
Author(s):  
Zhifeng Kang ◽  
Ying Shi
Keyword(s):  
Transition Period ◽  
Three Dimensions ◽  
Teacher Teams ◽  
Teaching And Research ◽  
New Era ◽  
Teaching Research ◽  
Practice Teaching

Abstract This article focuses on the issues of unclear self-positioning, vague objectives and unbalanced factors among the interpreting practice (IP), interpreting teaching (IT) and interpreting research (IR) of interpreting teachers in Chinese colleges. Based on the research thread of diachronic and synchronic development in the accomplishments of college interpreting teachers’ in China, and the approach to analysing the three dimensions of practice, teaching and research, this study investigates interpreting teachers at five universities in Shanghai. Based on the investigation in Shanghai, this study puts forward a Practice-Teaching-Research (PTR) model as a three-in-one approach to cultivating comprehensive interpreting teachers’ positioning and strategies in the transition period. It constructs Overall Interpreting (OI) = Interpreting Practice (IP) + Interpreting Teaching (IT) + Interpreting Research (IR), OI=IP+IT+IR as the formula, which is the realization of constructing a PTR model as a three-in-one approach for college interpreting teachers in China. This study has a certain guiding significance in the new era for setting up college interpreting teacher teams and improving their accomplishments in China.

scholarly journals CONTEMPORARY ISSUES IN SOCIAL SCIENCES IN PAKISTAN

2015 ◽  
Vol 54 (1) ◽  
pp. 3-14
Author(s):  
Hasan Askari Rizvi
Keyword(s):  
Social Sciences ◽  
Research Work ◽  
Teaching And Research ◽  
Research And Practice ◽  
Political Conflicts ◽  
Religious Extremism ◽  
Different Types ◽  
Teaching Research ◽  
Work Done ◽  
Comprehensive Study

The paper provides an overview of the evolution of Social Sciences with a focus on the Post-1945 period, known for major strides towards scientific, analytical, nonpartisan, multi-disciplinary and comprehensive study and research in different fields of Social Sciences. The paper discusses the gradual growth of Social Sciences in Pakistan in terms of increase in number of persons engaged in teaching, research and practice in various domains of Social Sciences, institutional facilities and availability of funds. There is a discussion of the major features of the research work done in Social Sciences in Pakistan and its weaknesses and deficiencies. The paper argues that Social Sciences have become important for societies like Pakistan that face different types of social and political conflicts. The rise of religious extremism, violence and terrorism also requires that we benefit from the work done in different fields of Social Sciences for understanding the dynamics of societal trends, issues and conflict and how to address them. The paper also reviews teaching and research being done in Pakistani universities, especially since 2005, when more funds became available for study and research in Social Sciences. The universities have vastly expanded their Doctoral and M.Phil. porgrammes but the imperative of quality is often neglected.

scholarly journals Learning of academics in the time of the Coronavirus pandemic

2020 ◽  
Vol 2 (1) ◽  
pp. 85-107
Author(s):  
Ela Sjølie ◽  
Susanne Francisco ◽  
Kathleen Mahon ◽  
Mervi Kaukko ◽  
Stephen Kemmis
Keyword(s):  
Academic Life ◽  
The Novel ◽  
Teaching And Research ◽  
Collegial Interactions ◽  
Practice Architectures ◽  
Abrupt Changes ◽  
Teaching Research ◽  
Novel Coronavirus ◽  
Case Stories

This article explores academics’ learning. Specifically, it focuses on how academics have come to practise differently under the abrupt changes caused by responses to the Coronavirus pandemic. We argue that people’s practices—for example, academics’ practices of teaching and research—are ordinarily held in place by combinations of arrangements that form practice architectures. Many existing practice architectures enabling and constraining academics’ practices were disrupted when the pandemic broke. To meet the imperatives of these changed arrangements, academics have been obliged to recreate their lives, and their practices. We present case stories from four individual academics in Norway, Finland, Sweden, and Australia. Building on a view of learning as coming to practice differently and as situated in particular sites, we explore these academics’ changed practices—working online from home with teaching, research, and collegial interactions. The changes demonstrate that academics have learned very rapidly how to manage their work and lives under significantly changed conditions. Our observations also suggest that the time of the Novel Coronavirus has led to a renewal of the communitarian character of academic life. In learning to practise academic life and work differently, we have also recovered what we most value in academic life and work: its intrinsically communitarian character.

scholarly journals Has the Time Come to Practice What We Teach?-The Teaching-Research Trade-Off-

1981 ◽  
Vol 10 (1) ◽  
pp. 49-55 ◽  
Author(s):  
Daymon W. Thatch
Keyword(s):  
Teaching Profession ◽  
Conventional Wisdom ◽  
University Teaching ◽  
Opportunity Costs ◽  
Undergraduate Level ◽  
Trade Off ◽  
Teaching And Research ◽  
Teaching Research ◽  
External Forces

University teaching at an undergraduate level has always involved opportunity costs, especially in the trade-off of the individual's time between teaching and research. However, recent external forces, as we move into the ‘80's could very well force major changes in the Agricultural Economic's teaching profession. This paper examines the conventional wisdom that teaching and research are mutually reinforcing. It further examines conflict of goals and several of the economic principles that we teach but seem to ignore in addressing our personal trade-off between teaching and research. A framework is presented for resolving this conflict.

scholarly journals How to Keep University Active during COVID-19 Pandemic: Experience from Slovakia

2021 ◽  
Vol 13 (18) ◽  
pp. 10350 ◽  
Author(s):  
Martina Pavlíková ◽  
Alexander Sirotkin ◽  
Roman Králik ◽  
Lucia Petrikovičová ◽  
José García Martin
Keyword(s):  
International Cooperation ◽  
Teaching And Research ◽  
University Mission ◽  
Teaching Research ◽  
The University

The paper outlines the adverse consequences and challenges induced by COVID-19 pandemic for the whole world and for universities in particular. The example of Constantine the Philosopher University in Nitra illustrates the difficulties and challenges caused by the pandemic in relation to the two main activities arising from the university mission-teaching and research. It presents some particular aspects of the university activities adversely affected by COVID-19 and shares the measures to minimize the resulted damages. Furthermore, it demonstrates that, despite complications induced by COVID-19, teaching, research, and international cooperation have been successfully continued.

scholarly journals PROFESIONALIZACIÓN PEDAGÓGICA DE LOS PROFESORES UNIVERSITARIOS: CASO UNIVERSIDAD LAICA ELOY ALFARO DE MANABÍ, EXTENSIÓN BAHÍA DE CARÁQUEZ

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Arturo Santiago RevistaN ◽  
Antonio Clarencio Guzmán Ramírez
Keyword(s):  
Higher Education ◽  
Theoretical Basis ◽  
Current Situation ◽  
Teaching And Research ◽  
Pedagogical Strategy ◽  
Educacion Superior ◽  
Faculty Teaching ◽  
Pedagogical Training ◽  
Palabras Clave ◽  
Teaching Research

Este trabajo hace un análisis de las limitaciones pedagógicas que tiene el profesor universitario frente a los requerimientos de la educación actual para la formación de profesionales y la necesaria profesionalización pedagógica del colectivo docente de la universidad, tendiente a elevar la calidad de la educación superior. Luego de describir la situación problemática se establecen los antecedentes investigativos, se hace un diseño teórico y metodológico, un sustento teórico sobre la profesionalización pedagógica del docente universitario, se realiza el diagnóstico de la situación actual, y se esboza un modelo y estrategia pedagógicos en base al vínculo docencia-investigación, para favorecer el desempeño pedagógico de los profesores de la Universidad Laica Eloy Alfaro de Manabí, extensión Bahía de Caráquez. Palabras Clave: Profesionalización pedagógica, desempeño pedagógico, docencia universitaria, vínculo docencia-investigación ABSTRACT This paper analyses pedagogical limitations that professors have against the requirements of current education for training of professionals and the necessary pedagogical professionalization of the faculty in order to raise quality at higher education. After describing the problem, research background is established, a theoretical and methodological design is carried out, a theoretical basis about pedagogical training, diagnosis of the current situation is undertaken, and a model and pedagogical strategy is outlined based on the linking of teaching and research in order to support pedagogical performance of teachers from Eloy Alfaro University at Campus Bahia de Caraquez. Keywords: Pedagogical Training, Pedagogical Performance, Faculty, Teaching - Research link Recibido: diciembre de 2015Aprobado: marzo de 2016

Community Engagement in Social Work Education: Building Pedagogical Pathways

2018 ◽  
Vol 29 (3) ◽  
Author(s):  
Raisuyah Bhagwan
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Community Engagement ◽  
Social Work Education ◽  
Community Based ◽  
Teaching And Research ◽  
Production Of Knowledge ◽  
Teaching Research ◽  
Higher Education Teaching ◽  
Work Education

Momentum is growing steadily around community engagement, both locally and abroad, as an equal partner to the initial two missions in higher education: teaching and research. As attention grows towards community engagement, academics will have to consider how to advance this mission within their teaching and research functions. It is within this context that it becomes crucial to provide clarity on the terms “engagement” and “co-production of knowledge”, more especially, how social work education can enable community engagement. This article provides a conceptual review of these terms and builds a rationale for engagement. It also reflects the natural synergy social work education has with engagement and highlights three important pedagogical pathways, namely community-based teaching, research, and outreach as a means to advancing engagement in social work education.

scholarly journals South African accounting academics’ conceptualisations of the teaching-research nexus

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ilse Lubbe ◽  
Angus Duff
Keyword(s):  
Academic Research ◽  
Teaching And Research ◽  
Content Type ◽  
Scarce Resources ◽  
Primary Responsibility ◽  
Teaching Research ◽  
Potential Benefits ◽  
The Uk ◽  
Relationship Of ◽  
The Relationship

Purpose Accounting academics in South Africa (SA) have been criticised for their lack of focus on research, stating that their primary responsibility is the teaching of prospective professional accountants. The purpose of this paper is to empirically evaluate the relationship between research and teaching and to consider why accounting academics in SA prioritise teaching over research. Design/methodology/approach The paper uses a questionnaire developed in the UK to assess SA accounting academics’ views of the teaching-research nexus. Cluster analysis is undertaken to identify and describe the patterns of responses of respondents. Findings The findings identify three clusters. The largest subgroup indicates an equal awareness of both the potential benefits and pitfalls of integrating teaching and research. A second subgroup views teaching and research as symbiotic, while the third subgroup sees the two activities as working against each other and competing for scarce resources. This study finds that conflict exists between professional membership and academic research, and a focus on teaching a professionally orientated accounting curriculum remains dominant in SA. Research limitations/implications The attitudes to teaching and research within SA are likely to be dynamic and subject to change. The findings have implications for the development of accounting academics and potentially, for addressing the gap between accounting research, practice and education. Originality/value This research contributes to a significant corpus of work considering the teaching-research nexus and a nascent body of work considering the relationship of research to teaching in accounting. The findings may be of interest to policymakers, practitioners and academics.

scholarly journals Obtaining a faculty position at a primarily undergraduate institution (PUI)

2021 ◽  
Vol 15 (S2) ◽  
Author(s):  
Christina King-Smith ◽  
Caroline Lund Dahlberg ◽  
Blake Riggs
Keyword(s):  
Department Chair ◽  
Teaching Experience ◽  
Application Process ◽  
Faculty Position ◽  
Teaching And Research ◽  
Informal Mentoring ◽  
Contract Negotiations ◽  
Diversity And Inclusion ◽  
Teaching Research ◽  
Probationary Period

AbstractScientists who hope to obtain a faculty position at a primarily undergraduate institution (PUI) need a distinct skill set and outlook on their future teaching and research career. To obtain a position at a PUI, candidates should 1) design a strategy for obtaining a faculty position that suits each individual’s career goals and aspirations, 2) prepare for the application process, on-campus interview, and contract negotiations, and 3) plan a strategy for the probationary period leading up to tenure and promotion. Given the different types of PUIs, candidates need to consider whether they seek a position that consists of all or mostly all teaching, or both teaching and research. Candidates should educate themselves on the expectations at PUI’s, including current thought, practice, and aspirations for science pedagogy, and gain teaching experience prior to seeking a suitable position. If the candidate’s goal is a position with both teaching and research, it is important to discuss with the current research mentor what projects the candidate can take with them to their new position. The candidate should also consider what types of projects will be successful with undergraduate student researchers in a PUI research environment. Importantly, candidates should clearly demonstrate a commitment to diversity and inclusion in their teaching, research, and outreach, and application materials should demonstrate this. On interviews, candidates should be knowledgeable about the mission, values, and resources of the institution and how the candidate will contribute to that mission. Once hired, new faculty should discuss a formal or informal mentoring plan during the probationary period that includes peer evaluations on a regular basis, and maintain communication with the department chair or designated mentor regarding teaching, research, and service activities.

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