How could a legal academic combine reflection, scholarship and research with teaching? There is no simple answer since the concept of research-led teaching is complex. It encompasses numerous distinct but interrelated meanings. There is a variety of terminology used to describe different aspects of these nexuses between teaching and research. The terms ‘research-led education’ and ‘research-led teaching’ are used loosely and seem to evoke different meanings to different people, including the academics who write about them. In the following chapter I explore a number of these definitions by looking at some of the intersections of education with research. For each nexus, I include discussion and examples from my own research-led teaching practices. For instance, I engage in on-going action research which involves studying learning styles and assessment: observing, looking at critique, reflecting, and integrating the student feedback and my observations of the students into my teaching. This is a form of scholarship in itself and, as discussed at the end of the chapter, makes the practices translatable into both scholarly publication and applications for teaching awards
|Title of host publication||Excellence and Innovation in Legal Education|
|Editors||Jill Cowley, Sally Kift, Michelle Sanson, Penelope Watson|
|Place of Publication||Sydney|
|Number of pages||28|
|Publication status||Published - 2011|
Easteal, P. (2011). The Legal Education Academic: Research- Led Teaching. In J. Cowley, S. Kift, M. Sanson, & P. Watson (Eds.), Excellence and Innovation in Legal Education (1st ed., pp. 529-556). Sydney: Lexis Nexis.