Teaching Efficacy in Research-Intensive Universities and the Role of Research in Teaching

Abstract

The aim of this study is to gain deeper insight in lecturers’ beliefs about integrating research in teaching and how this relates to teaching efficacy. The integration of research in teaching is important to enhance students’ learning opportunities. Underlying beliefs of lecturers determine what lecturers want to teach their students about research and how they give substance to their teaching approaches. In order to promote learning among students, it is important to gain deeper insight into how academics integrate research in teaching and to what extent this has an effect on teaching efficacy. Therefore, this study explores a possible relation between teaching efficacy and the way in which lecturers integrate research into their teaching. Interviews were conducted with teachers in research-intensive universities to gain insight into how teachers' beliefs about and perceptions of research in teaching relate to teaching efficacy. The most important finding of this study revealed that lecturers felt more confident teaching in their own field of research interest, which increased their sense of teaching efficacy. The results of this study suggest that teaching efficacy affects lecturers’ teaching approaches. In addition, teaching in their area of expertise increases teaching efficacy and therefore students’ and lecturers’ motivation. Accordingly, teaching efficacy has been shown to have positive outcomes on lecturers’ ability to integrate research in teaching. Results of this study can contribute to support for lecturers, in order for lecturers to feel comfortable and capable enough to successfully integrate research in their teaching.