Knowledge acquisition through positive educator/scholar cooperation

The aim of this paper is to explore the relationship between educators and scholars with regard to how knowledge is disseminated and attained in terms of classroom delivery, handling questions and studying, and how these are applied in an educational establishment. A study was undertaken that involved the researchers observing business studies teaching sessions and then discussing separately with students and teachers, through group and in-depth interviews, aspects of the instruction, including benefits and criticisms. The research was exploratory and took place in one location. The sample was limited to twelve tutors who agreed to participate and this resulted in nine successful observational sessions. The outcome suggested better ways of motivating both students and teachers in terms of becoming more engaged in two way dialogue including what we term a 'think-pair approach' that involves a two way understanding of idiosyncratic issues which we propose can lead to a more involving studying experience. Nod y papur hwn yw archwilio'r berthynas rhwng addysgwyr ac ysgolheigion ynghylch y modd y caiff gwybodaeth ei dosbarthu a'i sicrhau i'w darparu ar lawr dosbarth, gan drafod cwestiynau ac astudio, a sut y defnyddir y rhain mewn sefydliad addysgol. Cynhaliwyd astudiaeth a oedd yn cynnwys ymchwilwyr yn arsylwi sesiynau addysgu astudiaethau busnes ac wedyn trafod y rhain ar wahan gyda myfyrwyr ac athrawon, trwy gyfweliadau grwp a rhai manwl o dan yr wyneb, agweddau ar yr hyfforddiant, gan gynnwys manteision a beirniadaethau. Gwaith ymchwil archwiliol oedd hwn ac fe'i cynhaliwyd mewn un 1/eoliad. Roedd y sampl yn gyfyngedig i ddeuddeg tiwtor a gytunodd i gymryd rhan ac arweiniodd hyn at naw sesiwn arsylwi lwyddiannus. Awgrymodd y canlyniad ffyrdd gwe/1 o gyme/1 myfyrwyr a thiwtoriaid o ran ymgysylltu'n fwy a deialog dwy ffordd, gan gynnwys yr hyn a alwn yn 'ddu/1 par-meddw/' sy'n golygu deal/twriaeth dwy ffordd o faterion idiosyncratig, a gall arwain, yn ein barn ni, at brofiad astudio sy'n ein cynnwys ni'n fwy.