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, Mat and Carbone, Angela and Davey, Bill and de Raadt, Michael and Doyle, Bernard and Fitzgerald, Sue and Mannila, Linda and Kutay, Cat and Peltomäki, Mia and Sheard, Judy and Sutton, Ken and Traynor, Des and Tutty, Jodi and Venables, Anne (2007) Differing Ways That Computing Academics Understand Teaching. [Conference Proceedings]

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Official URL: http://dl.acm.org/citation.cfm?id=1273672.1273684

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.

Item Type: Conference Proceedings
Uncontrolled Keywords: computing education; conceptions of teaching; phenomenography
Depositing User: National Forum
Date Deposited: 04 Dec 2015 07:48
Last Modified: 08 Dec 2015 21:45
URI: http://eprints.teachingandlearning.ie/id/eprint/2748

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