Docencia e investigación en la universidaduna profesión, dos mundos

  1. Sancho Gil, Juana María
Revista:
Educar

ISSN: 0211-819X

Año de publicación: 2001

Título del ejemplar: La universidad en una época de transición

Número: 28

Páginas: 41-60

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Educar

Resumen

The main aim of this article is to explore the relationships between the two primary activities in higher education institutions: teaching and research. This task could be done from different perspectives. Due to opportunity and interest reasons I have focused the content of this article in two broad and complementary issues. The first one deals with the meaning of interdependencies between research and teaching, its coincidences and divergences, and its influence in the improvement of both activities. The second one, explores to what extend higher education institutions and those who work in them use research results about how people learn and the nature of knowledge to organise teaching and learning environments to enhance the improvement of teaching.

Referencias bibliográficas

  • ALEMANY, M. (1999). Investigar en España es llorar. Barcelona: Edicions de la Universitat de Barcelona.
  • BARR, R.B.; TAGG, J. (1996). «From Teaching to Learning: A new paradigm for undergraduate education». Change (noviembre/diciembre), p. 13-25.
  • BARTOLOMÉ, M.; SANCHO, J.Mª (1996). Llibre blanc de la recerca educativa. Barcelona: Universitat de Barcelona.
  • BENNET, J.W. (1984). To Reclaim a Legacy: A Report on the Humanities on Higher Education. Washington, DC: National Endowment for Humanities.
  • BIGGS, J. (2001). «The reflective institution: Assuring and enhancing the quality of teaching and learning». Higher Education, 41, p. 221-238.
  • BODILLY, S. (1998). Lessons learnt from New American School’s scale up phase. Santa Monica, Ca.: Rand.
  • BOSTOCK, S.J. (1998). «Constructivism in mass higher education: a case study». British Journal of Educational Technology, 29(3), p. 225-240.
  • BOYER, E.L. (1987). College: The Undergraduate Experience in America. Nueva York: Harper & Row.
  • BRAXTON, J.M. (1996). «Contrasting perspectives on the relationship between teaching and research». New Directions for Institutional Research, 90, p. 5-15.
  • CLARK, B.R. (1997). «The modern integration of research activities with teaching and learning». Journal of Higher Education, 68(3), p. 241-255.
  • DE WEERT, E. (1999). «Contours of the emergent knowledge society: theoretical debate and implications for higher education research». Higher Education, 38, p. 49-69.
  • EWEL, L.P.T. (1997). «Organizing for Learning: A new imperative». AAHE Bulletin (diciembre), p. 3-6.
  • FELDMAN, K.A. (1987). «Research productivity and scholarly accomplishment of college teachers as related to their instructional effectiveness: A review and exploration». Research in Higher Education, 26, p. 227-298.
  • FULLAN, M. (1999). Change forces: The sequel. Londres: Falmer Press.
  • FULLAN, M. (2001). The New Meaning of Educational Change. Nueva York: Teachers’ College. Third edition.
  • GIBBONS, M. y otros (1995). The new Production of Knowledge. Sage Publications.
  • HENKEL, M. (1999). «The modernization of research evaluation: The case of the UK». Higher Education, 38, p. 105-122.
  • MANSFIELD, E.; LEE, J.Y. (1996). «The modern university; contributor to industrial and recipient of industrial R&D support». Research and Policy, 25, p. 1047-1058.
  • MORIN, E. (1993). «El desafío de la globalidad». Archipiélago, 16, p. 66-72.
  • MORIN, E. (2000). La mente bien ordenada. Barcelona: Seix Barral.
  • NATIONAL ENDOWMENT FOR THE HUMANITIES (1989). 50 Hours: A Core Curriculum for College Students (NEH 0-247-840). Washington, DC: US Government Printing Office.
  • PASCARELLA, E.T.; TERENZINI, P.T. (1991). How College Affects Students: Findings and Insights from Twenty Years of Research. San Francisco: Jossey-Bass.
  • PASCUAL, R. (1991). «Els recursos humans en la recerca». La recerca a Catalunya, repte per al futur. Barcelona: CIRIT.
  • RORTY, R. (1979). «Philosophy and the Mirror of Nature». Cambridge University Press.
  • SANCHO, J.Mª (1997). «Sociedad global, formación compartimentalizada». En ALONSO, C. (coord.). Tecnología educativa a finales del siglo XX: concepciones, conexiones y límites con otras disciplinas. Vic: Eumo.
  • SANCHO, J.Mª (2001). «Estat de la qüestió de la recerca educativa des d’una perspectiva internacional, europea i catalana». I Jornades Interdepartamentals de Recerca Educativa. Universitat Autònoma de Barcelona.
  • SANCHO, J.Mª; HERNÁNDEZ, F. (1997). «La investigación educativa como espacio de dilemas y contradicciones». Revista de Educación, 312, p. 81-110.
  • SANCHO, J.Mª; HERNÁNDEZ, F. (2001). «Perspectivas de cambio sobre la enseñanza y el aprendizaje». Simposio sobre el Cambio en la Educación. Barcelona, 15-16 de marzo de 2001.
  • SANCHO, J.Mª; HERNÁNDEZ, F. y otros (1998). Aprendiendo de las innovaciones en los centros. Barcelona: Octaedro.
  • SARASON, S.B. (1990). The predictable failure of educational reform: can we change course before it’s too late?. San Francisco: Jossey-Bass.
  • SENGE, P. (1990). The Fith Discipline. The Art and Practice of the Learning Organization. Nueva York: Doubleday.
  • STRINGFIELD, S. y otros (eds.) (1996). Bold plans for school restructuring: The New American School Corporation models. Mahwah, NJL: Lawrence Erlbaum.
  • STUDY GROUP ON THE CONDITONS OF EXCELLENCE IN AMERICAN HIGHER EDUCATION (1984). Involvement in Learning: Realizing the Potential of America Higher Education. Washington, DC: National Institute of Education.
  • TERENZINI, P.T. (1999). «Research and practice in undergraduate education: And never the twain shall meet». Higher Education, 38, p. 33-48.
  • TRILLA, J. (1993). «La llicenciatura en Pedagogia. Història d’un títol i un títol per a la història». Temps d’Educació, 10, p. 123-143.
  • TYACK, D.; CUBAN, L. (1996). Tinkering towards utopia. Cambridge, Ma: Harvard University Press.
  • VIDAL, J.; QUINTANILLA, M.A. (2000). «The teaching and research relationships within institutional evaluation». Higher Education, 40, p. 221-229.
Fuente de los datos: Dialnet