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Ideal for lecturers new to delivering higher education in universities, colleges and the private sector. It is specifically organised to cover the requirements of the new Academic Professional Apprenticeship, both teaching and research specialisms, and also supports lecturers undertaking the Post Graduate Certificate in Higher Education. The contents are fully mapped to the Higher Education Academy's UK Professional Standards Framework and the VITAE research standards. It is designed for both teaching and research lecturer apprenticeship routes and includes clear guidance to help pass the end-point assessment. There is a focus on the holistic development of the academic professional within the current context of higher education.

Background Current dimensions of the primary health care research (PHC) context, including the need for contextualized research methods to address complex questions, and the co-creation of knowledge through partnerships with stakeholders – require PHC researchers to have a comprehensive set of skills for engaging effectively in high impact research. Main body In 2002 we developed a unique program to respond to these needs - Transdisciplinary Understanding and Training on Research - Primary Health Care (TUTOR-PHC). The program’s goals are to train a cadre of PHC researchers, clinicians, and decision makers in interdisciplinary research to aid them in tackling current and future challenges in PHC and in leading collaborative interdisciplinary research teams. Seven essential educational approaches employed by TUTOR-PHC are described, as well as the principles underlying the curriculum. This program is unique because of its pan-Canadian nature, longevity, and the multiplicity of disciplines represented. Program evaluation results indicate: 1) overall program experiences are very positive; 2) TUTOR-PHC increases trainee interdisciplinary research understanding and activity; and 3) this training assists in developing their interdisciplinary research careers. Taken together, the structure of the program, its content, educational approaches, and principles, represent a complex whole. This complexity parallels that of the PHC research context – a context that requires researchers who are able to respond to multiple challenges. Conclusion We present this description of ways to teach and learn the advanced complex skills necessary for successful PHC researchers with a view to supporting the potential uptake of program components in other settings.

Lecturers teaching research methodology courses often feel concerned when discovering many students attempted research without the necessary research methodology skills even after completed compulsory faculty-organized research methodology (RM) courses. The lack of research knowledge and skills is evident when the submitted research proposal deemed not robust enough to qualify for a feasible study.  Scholars identify lack of deep learning during RM courses as the main factor since the courses are perceived as not having context and uninteresting hence there was little engagement with the material. Inquiry-based Reflectice Learning (IBL) has been argued to effectively rectify this as its pedagogies involve students in discovery learning that  uses  activities that are regulated by students. IBL requires students to apply questioning and researching skills to explore, conduct analysis, communicate, and reflect on information. In the study, inquiry-based instruction was used to encourage students to develop multiple perspectives and encourages empathy with the subject and eventually enhance engagement. The study involves a reflective cases study of research methodology courses to explore the lecturer’s classroom practice using IBL and the students’ experiences participating in IBL activities. st. The methodology used involve conducting a needs analysis via Google Form survey, interviewing and document analysis of the lecturers’ teaching plans and field notes and the reflections by both the lecturers and students. The findings from the survey indicate that most students admit they have minimal research skills and require assistance particularly practical research skills. Data from the reflections and field notes also show that students feel engaged with discovery activities conducted, while the lecturer feel students understand better and more engaged with IBL activities conducted. The study has shed significant input on the needs of RM students, participants’ experiences, and the challenges of implementing RM course using IBL. Some recommendations to facilitate more deep learning experiences among postgraduate students taking RM courses are also proposed.

This paper argues that research on teacher professional development could be integrated with validated theoretical models of educational effectiveness research (EER). A dynamic integratedapproach (DIA) to teacher professional development is proposed. The methods and results of a study comparing the impact of the DIA and the Holistic - Reflective Approach (HA) to teacher professional development are presented. Teaching skills and teacher perceptions of teaching of 130 teachers and the achievement of their students (n=2356) were measured at the beginning and at the end of the intervention. Teachers found to be at a certain developmental stage were randomly allocated evenly into two groups. The first group employed the DIA andthe second the HA. Teachers employing the DIA managed to improve their teaching skills more than teachers employing the HA. Teacher perceptions and attitudes towards teaching have not been modified due to their participation in the interventions. On the other hand, the use of DIA also had a significant impact on student achievement. Implications of findings for the use of EER for improvement purposes are drawn and suggestions for research and practice in teacher professional development are provided.

This paper argues that research on teacher professional development could be integrated with validated theoretical models of educational effectiveness research (EER). A dynamic integrated approach (DIA) to teacher professional development is proposed. The methods and results of a study comparing the impact of the DIA and the Holistic - Reflective Approach (HA) to teacher professional development are presented. Teaching skills and teacher perceptions of teaching of 130 teachers and the achievement of their students (n=2356) were measured at the beginning and at the end of the intervention. Teachers found to be at a certain developmental stage were randomly allocated evenly into two groups. The first group employed the DIA and the second the HA. Teachers employing the DIA managed to improve their teaching skills more than teachers employing the HA. Teacher perceptions and attitudes towards teaching have not been modified due to their participation in the interventions. On the other hand, the use of DIA also had a significant impact on student achievement. Implications of findings for the use of EER for improvement purposes are drawn and suggestions for research and practice in teacher professional development are provided. (DIPF/Orig.).

Enhancing the performance of education systems and reinforcing the international attractiveness of Europe's higher education is one of the flagship initiatives of the Euro 2020 strategy. Multinational Undergraduate Team Work (MUTW) is a capstone project course unit focused on improving the employability of students, which is one of the main priorities of the European Higher Education Area for the decade of 2010 to 2020. The purpose of the MUTW project is to create an environment which encourages the development of students' soft skills, such as teamwork and communication, in an international setting by means of an innovative instruction paradigm to improve such skills without expensive and extensive curricular changes.This book is drawn from the experiences of the first phase of the MUTW project during the last two years (September 2009 till October 2011). It consists of 10 chapters, covering areas such as motivation, state-of-the-art approaches, communication and negotiation, report writing and oral presentation, open source software, team communication, pilot experience and outcomes and challenges.Providing a comprehensive view of the MUTW paradigm and its surroundings, this book will be of great value to any institution wishing to set up a similar course unit, as well as being of interest to all those involved in multinational collaboration within the education field.

Listening is probably the least explicit of the four language skills, making it the most difficult skill to learn. This chapter begins with a brief overview of cognitive processes involved in listening and their implications for L2 listening instruction. Recent research (1998–2003) on a variety of instructional techniques to help L2 listeners process linguistic input is then reviewed, noting insights that can inform listening instruction, particularly techniques that can teach students how to listen. Two approaches to listening instruction are presented: an approach to raise metacognitive awareness about listening (favoring top-down processes) and an approach to develop lexical segmentation and word recognition skills (favoring bottom-up processes). An integrated model for L2 listening instruction is proposed. Finally, recent research on different types of listening (e.g., academic listening, bidirectional listening) and the sociolinguistic dimension of listening are reviewed. The chapter concludes with recommendations for future research. The basic premise underlying this chapter is that, given the critical role of listening in language learning, students need to “learn to listen” so that they can better “listen to learn.”

On the basis of our examination of L2 writing scholarship published between 2000 and the present, we describe and reflect on developments relating to the teaching of L2 writing. While our primary focus is applied research, we have also addressed basic research that has clear implications for pedagogy. The paper includes an overview of relevant basic research (i.e., research on the phenomenon of second language writing), a discussion of relevant applied research (i.e., research on second language writing instructional principles and practices), an examination of some general issues and concerns that have important implications for second language writing instruction, and an assessment of the current status of the field along with our thoughts on where it might go in the future.

This chapter reviews research and practice in six main areas relevant to the teaching of speaking: (1) the growing influence of spoken corpora, (2) the debates concerning native speaker (NS) and nonnative speaker (NNS) models for spoken pedagogy,(3) the issue of authenticity in spoken materials, (4) approaches to understanding speaking in the classroom, (5) the selection of texts and aspects of spoken language for the teaching of speaking, and (6) developments in materials and methods for the teaching of speaking. Spoken corpora, whether NS corpora collected in “old” or “new” variety locations or NNS corpora based on learner data or expert/successful user data, have generated vigorous debate as to how spoken language should be modeled for teaching, and their influence is being seen in shifts in methodology toward language-awareness-based approaches as well as new materials based on lexicogrammatical and discoursal corpus evidence. Various approaches to understanding classroom speaking are also reviewed, including discourse analysis, conversation analysis, cognitive approaches, and the Vygotskian perspective. Applications of insights from these approaches are reviewed, especially how the approaches affect the selection of texts and language features to be taught. Finally, practical discussion on the teaching of specific spoken genres is reviewed and probable future directions are discussed.

This chapter builds on prior reviews of reading theory, research, and assessment published in the Annual Review of Applied Linguistics and uses them and additional current research to develop a set of 10 instructional implications for second language reading. The review draws upon both L1 and L2 research to demonstrate support for instructional approaches that (1) ensure fluency in word recognition; (2) emphasize the learning of vocabulary; (3) activate background knowledge; (4) ensure acquisition of linguistic knowledge and general comprehension; (5) teach recognition of text structures and discourse organization; (6) promote development of strategic readers rather than mechanical application of strategy checklists; (7) build reading fluency and rate; (8) promote extensive reading; (9) develop intrinsic motivation for reading; and (10) contribute to a coherent curriculum for student learning. There is empirical support for each of these implications, although at the same time, additional research related to many is needed to further identify aspects of effective L2 reading instruction in particular settings. While further research alone does not guarantee improved reading pedagogy, it provides one means of identifying specific aspects of reading abilities and testing alternative instructional practices and is thus a crucial component in the search for more effective outcomes.