Purpose

This study aims to explore the perceptions and expectations of the undergraduate students toward the teaching-research-practice nexus (TRPN) and propose a framework for the integration of nexus components at each undergraduate level. It also intends to identify whether students' views differ depending on their specialization, year of study, academic performance and gender.

Design/methodology/approach

Quantitative analysis was employed to evaluate the views of 460 undergraduate students from faculties of education in the Southeast Anatolia region of Turkey. The data were collected through the survey with a five-point Likert scale. A t-test and one-way ANOVA were used for the analysis of data.

Findings

Significant differences in the perceptions and expectations of the undergraduate students in relation to the TRPN suggest a gap in their satisfaction with the present teaching approach. The factors influencing students' perceptions include specialization, year of study and academic performance. Student expectations of the TRPN are affected by their specialization and GPA. The influence of gender was not confirmed.

Research limitations/implications

The lack of previous research on the TRPN creates a need for further development in this area of study. The sample limited to education faculty in one region precludes generalization of the findings beyond the study setting.

Practical implications

The present study provides preliminary information for education faculties on how to meet students' learning expectations through proportional integration of the TRPN components into the undergraduate curriculum.

Originality/value

The study contributes to the ongoing debate and scarce literature on the TRPN at the undergraduate level and proposes an original framework for linking teaching, research, and practice.

中文翻译：

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教学、研究和实践的联系：土耳其东南部本科教育学生的看法和期望

目的

本研究旨在探讨本科生对教学-研究-实践关系 (TRPN) 的看法和期望，并提出一个在每个本科级别整合关系组件的框架。它还打算确定学生的观点是否因专业、学习年份、学业成绩和性别而异。

设计/方法/方法

采用定量分析来评估来自土耳其东南安纳托利亚地区教育学院的 460 名本科生的意见。数据是通过调查收集的，采用李克特五点量表。甲吨-test和单向ANOVA被用于数据的分析。

发现

本科生对 TRPN 的看法和期望的显着差异表明他们对当前教学方法的满意度存在差距。影响学生认知的因素包括专业化、学习年份和学业成绩。学生对 TRPN 的期望受他们的专业和 GPA 的影响。性别的影响没有得到证实。

研究限制/影响

先前对 TRPN 的研究缺乏，因此需要在该研究领域进一步发展。仅限于一个地区的教育教师的样本排除了研究环境之外的研究结果的概括。

实际影响

本研究为教育学院提供了关于如何通过将 TRPN 组件按比例整合到本科课程中来满足学生的学习期望的初步信息。

原创性/价值

该研究为本科阶段关于 TRPN 的持续辩论和稀缺文献做出了贡献，并提出了一个将教学、研究和实践联系起来的原始框架。