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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, Grandell, L, Kutay, C, Peltomaki, M, Sheard, J, Simon, S, Sutton, K, Traynor, D, Tutty, Jodi and Venables, A (2007). Differing Ways that Computing Academics Understand Teaching. Australian Computer Science Communications,29(5):97-106.

Document type: Journal Article
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Title Differing Ways that Computing Academics Understand Teaching
Author 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
Grandell, L
Kutay, C
Peltomaki, M
Sheard, J
Simon, S
Sutton, K
Traynor, D
Tutty, Jodi
Venables, A
Journal Name Australian Computer Science Communications
Publication Date 2007
Volume Number 29
Issue Number 5
ISSN 0157-3055   (check CDU catalogue open catalogue search in new window)
Start Page 97
End Page 106
Total Pages 10
Publisher Australian Computer Society
Field of Research INFORMATION AND COMPUTING SCIENCES
0899 - Other Information and Computing Sciences
1399 - Other Education
HERDC Category C1 - Journal Article (DEST)
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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Created: Mon, 02 Mar 2009, 13:55:39 CST by Sarena Wegener