The first perspective construes research-based teaching as student-focused, inquiry-based learning. According to this perspective, students are not simply taught the discipline-based content knowledge that has been generated through research, nor are they simply taught the processes of knowledge construction within the discipline or subject; instead, they themselves become generators of this knowledge.
The second perspective shifts the lens to those who are doing the teaching and construes research-based teaching as teaching that is characterized by discipline-specific inquiry into the process of teaching itself.
This is the 107th volume of New Directions for Teaching and Learning, a quarterly journal published by Jossey-Bass.
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