Differing ways that computing academics understand teaching
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
- Publication Type:
- Conference Proceeding
- Citation:
- Conferences in Research and Practice in Information Technology Series, 2007, 66 pp. 97 - 106
- Issue Date:
- 2007-12-01
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Full metadata record
Field | Value | Language |
---|---|---|
dc.contributor.author |
Lister, R https://orcid.org/0000-0001-5780-0445 |
en_US |
dc.contributor.author | Berglund, A | en_US |
dc.contributor.author | Box, I | en_US |
dc.contributor.author | Cope, C | en_US |
dc.contributor.author | Pears, A | en_US |
dc.contributor.author | Avram, C | en_US |
dc.contributor.author | Bower, M | en_US |
dc.contributor.author | Carbone, A | en_US |
dc.contributor.author | Davey, B | en_US |
dc.contributor.author | de Raadt, M | en_US |
dc.contributor.author | Doyle, B | en_US |
dc.contributor.author | Fitzgerald, S | en_US |
dc.contributor.author | Mannila, L | en_US |
dc.contributor.author |
Kutay, C https://orcid.org/0000-0002-6682-979X |
en_US |
dc.contributor.author | Peltomäki, M | en_US |
dc.contributor.author | Sheard, J | en_US |
dc.contributor.author | Simon | en_US |
dc.contributor.author | Sutton, K | en_US |
dc.contributor.author | Traynor, D | en_US |
dc.contributor.author | Tutty, J | en_US |
dc.contributor.author | Venables, A | en_US |
dc.date.issued | 2007-12-01 | en_US |
dc.identifier.citation | Conferences in Research and Practice in Information Technology Series, 2007, 66 pp. 97 - 106 | en_US |
dc.identifier.isbn | 1920682473 | en_US |
dc.identifier.isbn | 9781920682477 | en_US |
dc.identifier.issn | 1445-1336 | en_US |
dc.identifier.uri | http://hdl.handle.net/10453/2088 | |
dc.description.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. © 2007, Australian Computer Society, Inc. | en_US |
dc.relation.ispartof | Conferences in Research and Practice in Information Technology Series | en_US |
dc.title | Differing ways that computing academics understand teaching | en_US |
dc.type | Conference Proceeding | |
utslib.citation.volume | 66 | en_US |
utslib.for | 0899 Other Information and Computing Sciences | en_US |
dc.location.activity | Ballarat, Australia | en_US |
dc.location.activity | Dubrovnik, Croatia | |
pubs.embargo.period | Not known | en_US |
pubs.organisational-group | /University of Technology Sydney | |
pubs.organisational-group | /University of Technology Sydney/Faculty of Engineering and Information Technology | |
pubs.organisational-group | /University of Technology Sydney/Faculty of Engineering and Information Technology/School of Computer Science | |
pubs.organisational-group | /University of Technology Sydney/Faculty of Engineering and Information Technology/School of Professional Practice and Leadership | |
pubs.organisational-group | /University of Technology Sydney/Strength - HCTD - Human Centred Technology Design | |
utslib.copyright.status | open_access | |
pubs.publication-status | Published | en_US |
pubs.volume | 66 | en_US |
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. © 2007, Australian Computer Society, Inc.
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