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2 Security and Defence Quarterly

2 2019

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Preparing for future security challenges with practitioner research

Last David, Morris Travis, Dececchi Bernadette

Security and Defence Quarterly

2019

Vol. 24, No. 2

105--122

Mid-sized countries face a changing security environment, and cannot be certain that the knowledge and practices of the past will serve the future. The officers, professors, and researchers in defence universities are the custodians of military sciences that must adapt to these changing situations. Practitioner research should be modelled and encouraged in defence universities as a vehicle for advancing military sciences to meet new challenges. Previous practitioner research in higher and adult education has highlighted the need for experiential learning in other professions. The authors report on practitioner research by professors at pre-commission military academies to improve cadets’ understanding of peace and conflict. Military and police education is often experience-based, but there are few reports of practitioner research on its effectiveness, nor of combining peace and confl ict education with out-of-classroom experiences. Legitimation Code Theory provides tools for understanding diff erent teaching approaches. Comparing four cases of practitioner research on experiential learning the authors present models for practitioner research on teaching peace and conflict through out-of-classroom experiences, and conclude with means of evaluating learning experiences by pre-commission cadets, drawing on legitimation code theory. This is increasingly important for military academies striving to meet academic standards, but also to preserve professional values and young officer motivation to confront new challenges.

Military higher education teaching and learning methodologies: an approach to the introduction of technologies in the classroom

Barreiros dos Santos Lúcio Agostinho, Loureiro Nuno Alberto Rodrigues Santos, do Vale Lima Joaquim Manuel Martins, de Sousa Silveira José Augusto, da Silva Grilo Rui José

Security and Defence Quarterly

2019

Vol. 24, No. 2

123--154

The study focuses on the use of Information and Communication Technologies (ICT) in Military Higher Education, delimited to the present moment and to the current professors and students of the Military University Institute. This study aims to analyse the relationship between ICT and teaching and learning methodologies in the context of professional military education, with emphasis on the concept of innovation in the classroom, on teaching and learning styles and on the role of ICTs in learning. The study is based on a mixed research strategy combining deductive and inductive approaches, materialized in a case study, with data collected through questionnaires, interviews and documentary analysis. This article focuses on the conceptual framework and its interconnection with the methodological strategy for the empirical study. The results presented refer to the pilot validation test of the data collection instruments and indicate that, in general, students and teachers share the same teaching-learning styles and both students and teachers show a good propensity to use ICT in the classroom.