Differing ways that computing academics understand teaching

Lister, Raymond and Berglund, Anders and Box, Ilona and Cope, Chris and Pears, Arnold and Avram, Chris and Bower, Matt and Carbone, Angela and Davey, Bill and de Raadt, Michael and Doyle, Bernard and Fitzgerald, Sue and Mannila, Linda and Kutay, Cat and Peltomaki, Mia and Sheard, Judy and Simon, and Sutton, Ken and Traynor, Des and Tutty, Jodi and Venables, Anne (2007) Differing ways that computing academics understand teaching. In: ACE 2007: 9th Australasian Computing Education Conference, 30 Jan-2 Feb 2007, Ballarat, Australia.

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Abstract

This paper presents first results from a wide-ranging phenomenographic study of computing academics’ understanding of teaching. These first results focus upon four areas: the role of lab practical sessions, the experience of teaching success, conceptions of motivating and engaging students, and the granularity of the teacher’s focus. The findings are comparable with prior work on the understandings of academics in other disciplines. This study was started as part of a workshop on phenomenography. Most participants at the workshop received their first training in phenomenography. This paper summarises the structure of the workshop.

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Item Type:	Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed:	Yes
Item Status:	Live Archive
Additional Information:	Copyright © 2007, Australian Computer Society, Inc. This paper appeared at the Ninth Australasian Computing Education Conference (ACE2007), Ballarat, Victoria, Australia, January 2007. Conferences in Research in Practice in Information Technology, Vol. 66. Samuel Mann and Simon Eds. Reproduction for academic, not for profit purposes permitted provided this text is included.
Faculty / Department / School:	Historic - Faculty of Sciences - Department of Maths and Computing
Date Deposited:	11 Oct 2007 01:01
Last Modified:	02 Jul 2013 22:43
Uncontrolled Keywords:	phenomenography; conceptions of teaching; computing education
Fields of Research :	13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators 13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing 13 Education > 1303 Specialist Studies in Education > 130309 Learning Sciences
Socio-Economic Objective:	C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development
URI:	http://eprints.usq.edu.au/id/eprint/2261

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