Assignment No.

: 01 Subject: CIN506 – Supervision of Instruction

Name: CALIMBAHIN, Genevie-Abi M. Student No.: G2017001111 Cel. No.: 09959770434
E-mail Add.: calimbahin.gm@pnu.edu.ph Course: MAEd – Curriculum and Instruction
Institutional Affiliation: LD Woosley Bethany Colleges
Address: 1716 Dian St., cor. Emilia Sts., Palanan, Makati City Tel. No.: 8334576104

Best Practices on Building Teachers’ Research Capacity: A Journal Review

Educational institutions around the world are now being demanded to produce substantial,
relevant, innovative, and significant researches. Teachers everywhere are being mandated to
produce action researches, to publish journal articles, to present their researches in various
conferences. Such a trend should no longer surprise and/or overwhelm teachers and schools in this
present time. May the 21st century teacher never forget, that as the academe faces the advent of the
4th Industrial Revolution that is driven by knowledge creation, education is placed at the heart of
preparing future generations to thrive in such environment. As Brown-Martin (2018) says, an
education system designed for an industrial economy that is now being automated requires
transformation, from a system based on facts and procedures to one that actively applies that
knowledge to collaborative problem solving. It is true that in the coming days, what would matter
most would be one’s skill of “learning how to learn.” Such skill no longer comes with memorizing
and reciting a set of facts, but rather by discovering real-world problems, challenges and
collaboratively inventing new and better solutions to them. This skill of knowledge production
could be greatly done through research. With these being said, it is only right and proper for
institutions to “call for papers” from their faculty. It is something inevitable and definitely non-
negotiable. However, developing research capacity among teachers is not easy. There are real
struggles towards forming a strong, viable, and consistent production of research from their faculty
members. Hence, in this review, the researcher chose three journal articles and aims to briefly
discuss some of the best practices in building teachers’ research capacity as reflected in those
articles.
Cultivating a Research Culture
The first article, “Developing Capacity for Research and Teaching in Higher Education:
A Case of Makerere University” by Mugimu et. al (2013) focuses on cultivating a research culture
as one of the effective ways in developing capacity for research. It believes that one of the ways
in which a sustainable capacity for research could be built is through “a local initiative in
cultivating and nurturing a desirable research culture and a supportive environment,” despite the
resource constraints and other challenges. The authors believe that such a culture would enhance
their research capacities and increase engagement in meaningful research efforts. This would also
encourage the growth of faculty members giving consistent research outputs. The institution would
then be able to attract more research funding opportunities and lessen teachers’ dilemmas in
conducting research. Indeed, cultivating a research culture is key towards enlarging an institution’s
roster of researchers.
Creating a Research Community
The conclusion of the first article is highly-tied with the insights presented by this second
article. “Educational Research Capacity Building in the European Union: a critique of the lived
experiences of emerging researchers.” by Hallet & Fidalgo (2014) shows that emerging
researchers demand for a research community. Due to the influx and growth of emergent
researchers in the European Higher Education Area, the authors believe that it would lead to the
development of a research community also called as the European Research Area. This call for
Declaration of Originality
I certify that this output is my own assignment/report, with proper acknowledgment of materials used
in its preparation. This output has not previously been submitted in any other classes. I have not copied
(in part or whole) or plagiarized the work of others.
Assignment No.: 01 Subject: CIN506 – Supervision of Instruction
Name: CALIMBAHIN, Genevie-Abi M. Student No.: G2017001111 Cel. No.: 09959770434
E-mail Add.: calimbahin.gm@pnu.edu.ph Course: MAEd – Curriculum and Instruction
Institutional Affiliation: LD Woosley Bethany Colleges
Address: 1716 Dian St., cor. Emilia Sts., Palanan, Makati City Tel. No.: 8334576104
research governance is also the by-product of the growing significance of “a respected identity and
the support structures of a collaborative community.” More than just the organization and
institution-wide research culture mentioned by the first article, this article moves towards creating
local and regional research communities that would cater to smaller research environments found
in different educational institutions.
Connecting through Research Collaborations
Finally, the third article, “Building Research Collaboration Networks – An Interpersonal
Perspective for Research Capacity Building” by Huang (2014) widens and heightens the
perspectives of the first two articles by incorporating social network theories in research capacity
building, realizing that research collaboration networks are forms of research capacity at
interpersonal level. The author believes that research collaboration do exist due to the unavoidable
fact that researchers within and among different research communities are connected through
informal research teams and groups. Formally connecting through research collaborations also
“bridge knowledge flow” among researchers coming from different research environments and
communities, increase publication productivity in research, and thus, pave way for the rise of
knowledge creation and production.
Conclusion
All three journal articles relay the concept that a teacher’s research capacity is not solely
dependent on oneself—it is highly interdependent with the teacher’s institutional affiliations, with
the teacher’s community, society, and even with the nation itself. On a national level, if the
research capacity of teachers here in the Philippines is struggling, then one may evaluate the
performance of educational institutions here in the country, as well as the government, when it
comes to advancing the research capacity of teachers. Can the country also cultivate research
cultures? Create research communities? And connect through research collaborations? The
answers to these questions lead to the greater question of whether or not the country is ready to
face the 4th Industrial Revolution, and whether or not the country is preparing its incoming
generations for the future. The researcher through her study of these articles, comes to discovery
and realization that a teacher’s research capacity is actually a reflection of the educational
institution and the government’s research capacity, and moreover reflects the preparedness of a
country in facing the 4th Industrial Revolution.

References:
Brown-Martin, G. (2018, January 14). Education in the Fourth Industrial Revolution. Retrieved June 21, 2018, from
https://medium.com/learning-re-imagined/education-and-the-fourth-industrial-revolution-cd6bcd7256a3
Mugimu, C. B. et. al (2013). Developing Capacity for Research and Teaching in Higher Education: A Case of
Makerere University. World Journal of Education, 3(6).
Hallet, F. & Fidalgo, P. (2014). Educational Research Capacity Building in the European Union: a critique of the
lived experiences of emerging researchers. European Educational Research Journal. 13(4).
Huang, J. S. (2014). Building Research Collaboration Networks – An Interpersonal Perspective for Research Capacity
Building. The Journal of Research Administration. 45(2).

Declaration of Originality
I certify that this output is my own assignment/report, with proper acknowledgment of materials used
in its preparation. This output has not previously been submitted in any other classes. I have not copied
(in part or whole) or plagiarized the work of others.