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 Tutty; Anne Venables

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 proceeding › Conference Paper published in Proceedings › peer-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 language	English
Title of host publication	Computing Education 2007 - Proceedings of the Ninth Australasian Computing Education Conference, ACE 2007
Pages	97-106
Number of pages	10
Publication status	Published - 1 Dec 2007
Externally published	Yes
Event	9th Australasian Computing Education Conference, ACE 2007 - Ballarat, VIC, Australia Duration: 30 Jan 2007 → 2 Feb 2007

Conference

Conference	9th Australasian Computing Education Conference, ACE 2007
Country/Territory	Australia
City	Ballarat, VIC
Period	30/01/07 → 2/02/07

Cite this

Lister, R., Berglund, A., Box, I., Cope, C., Pears, A., Avram, C., Bower, M., Carbone, A., Davey, B., de Raadt, M., Doyle, B., Fitzgerald, S., Mannila, L., Kutay, C., Peltomäki, M., Sheard, J., Simon, Sutton, K., Traynor, D., ... Venables, A. (2007). Differing ways that computing academics understand teaching. In Computing Education 2007 - Proceedings of the Ninth Australasian Computing Education Conference, ACE 2007 (pp. 97-106)

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title = "Differing ways that computing academics understand teaching",

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.",

keywords = "Computing education, Conceptions of teaching, Phenomenography",

author = "Raymond Lister and Anders Berglund and Ilona Box and Chris Cope and Arnold Pears and Chris Avram and Mat Bower and Angela Carbone and Bill Davey and {de Raadt}, Michael and Bernard Doyle and Sue Fitzgerald and Linda Mannila and Cat Kutay and Mia Peltom{\"a}ki and Judy Sheard and Simon and Ken Sutton and Des Traynor and Jodi Tutty and Anne Venables",

year = "2007",

month = dec,

day = "1",

language = "English",

isbn = "1920682473",

pages = "97--106",

booktitle = "Computing Education 2007 - Proceedings of the Ninth Australasian Computing Education Conference, ACE 2007",

note = "9th Australasian Computing Education Conference, ACE 2007 ; Conference date: 30-01-2007 Through 02-02-2007",

}

Lister, R, Berglund, A, Box, I, Cope, C, Pears, A, Avram, C, Bower, M, Carbone, A, Davey, B, de Raadt, M, Doyle, B, Fitzgerald, S, Mannila, L, Kutay, C, Peltomäki, M, Sheard, J, Simon, Sutton, K, Traynor, D, Tutty, J & Venables, A 2007, Differing ways that computing academics understand teaching. in Computing Education 2007 - Proceedings of the Ninth Australasian Computing Education Conference, ACE 2007. pp. 97-106, 9th Australasian Computing Education Conference, ACE 2007, Ballarat, VIC, Australia, 30/01/07.

TY - GEN

T1 - Differing ways that computing academics understand teaching

AU - Lister, Raymond

AU - Berglund, Anders

AU - Box, Ilona

AU - Cope, Chris

AU - Pears, Arnold

AU - Avram, Chris

AU - Bower, Mat

AU - Carbone, Angela

AU - Davey, Bill

AU - de Raadt, Michael

AU - Doyle, Bernard

AU - Fitzgerald, Sue

AU - Mannila, Linda

AU - Kutay, Cat

AU - Peltomäki, Mia

AU - Sheard, Judy

AU - Simon,

AU - Sutton, Ken

AU - Traynor, Des

AU - Tutty, Jodi

AU - Venables, Anne

PY - 2007/12/1

Y1 - 2007/12/1

N2 - 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.

AB - 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.

KW - Computing education

KW - Conceptions of teaching

KW - Phenomenography

UR - http://www.scopus.com/inward/record.url?scp=84869143615&partnerID=8YFLogxK

M3 - Conference Paper published in Proceedings

AN - SCOPUS:84869143615

SN - 1920682473

SN - 9781920682477

SP - 97

EP - 106

BT - Computing Education 2007 - Proceedings of the Ninth Australasian Computing Education Conference, ACE 2007

T2 - 9th Australasian Computing Education Conference, ACE 2007

Y2 - 30 January 2007 through 2 February 2007

ER -

Differing ways that computing academics understand teaching

Abstract

Conference

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