Decoding research and research-informed teaching: perspectives from Languages Associate Lecturers

<p> This project aims at understanding the conceptualisation of ‘research’ and ‘research-informed practice’ among Languages Associate Lecturers (ALs) and how research is utilised in their teaching practices. Despite indications of language practitioners’ commitment to engaging with and in research, there is a gap in examining what constitutes research from their perspective. Through qualitative interviews and focus groups, the study will comprehensively analyse ALs’ perspectives and interpretation of this topic, seeking to understand the dynamics between research and pedagogy in this context. The outcomes of this project are anticipated to inform strategies to enhance the alignment and synergy between research endeavours and instructional methodologies. Moreover, this investigation aims to serve as an initial case study into exploring analogous themes within other disciplinary domains.  </p> <p><br></p> <p> </p> <p>Creating avenues for students, staff, and employers to engage with research/scholarship communities fosters a dynamic learning environment, promoting collaboration and real-world applicability. Furthermore, research-informed teaching ensures that teaching remains current and relevant, enriching the learning experience for students. However, this endeavour may encounter obstacles, such as lack of resources or institutional support. Despite these challenges, pedagogical research and scholarship are vital for effective teaching methods and to cultivate a greater societal impact and sustainability through research-driven education. Providing staff development opportunities in both disciplinary and pedagogic spheres is also essential to uphold the currency of the curriculum. </p> <p>The Open University fosters a culture of research and enquiry at all levels of the curriculum. Our curriculum design is research-informed, however, there is a lack of evidence on how research is incorporated by ALs into their teaching practices, i.e., how research informs the delivery of our modules. The proposed project is motivated by the need to explore existing practices in terms of research-informed teaching by looking at how ALs understand research and research-informed teaching and how they engage with research in their practices.  </p>