Differing ways that computing academics understand teaching

Raymond Lister, Anders Berglund, Ilona Box, Chris Cope, Arnold Pears, Chris Avram, Mat Bower, Angela Carbone, Bill Davey, Michael de Raadt, Bernard Doyle, Sue Fitzgerald, Linda Mannila, Cat Kutay, Mia Peltomäki, Judy Sheard, Simon, Ken Sutton, Des Traynor, Jodi TuttyAnne Venables

Research output: Chapter in Book/Report/Conference proceedingConference Paper published in Proceedingspeer-review

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.

Original languageEnglish
Title of host publicationComputing Education 2007 - Proceedings of the Ninth Australasian Computing Education Conference, ACE 2007
Pages97-106
Number of pages10
Publication statusPublished - 1 Dec 2007
Externally publishedYes
Event9th Australasian Computing Education Conference, ACE 2007 - Ballarat, VIC, Australia
Duration: 30 Jan 20072 Feb 2007

Conference

Conference9th Australasian Computing Education Conference, ACE 2007
CountryAustralia
CityBallarat, VIC
Period30/01/072/02/07

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