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Teachers' conceptions of teaching service statistics courses

Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.14/107192

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Title: Teachers' conceptions of teaching service statistics courses
Related: International journal for the scholarship of teaching and learning, Vol. 1, No. 1 (2007),
Related: http://academics.georgiasouthern.edu/ijsotl/v1n1/gordon_et_al/index.htm
Publisher: Center for Excellence in Teaching, Georgia Southern University
Date: 2007
FoR/RFCD Code(s): 130300 Specialist Studies in Education
Author/Creator: Gordon, Sue
Author/Creator: Petocz, Peter
Author/Creator: Reid, Anna
Description: In this paper, we report on the results of a series of e-mail interviews with statistics educators around the world, focusing on their views of the nature of teaching statistics as a ‘service’ subject. What do they think are the important aspects of statistics to focus on in such servicing teaching? What do they think are the characteristics of good teachers? And how do they go about developing themselves as statistics teachers? We analyse their responses to these and other questions using a phenomenographic approach to identify an outcome space for their conceptions of teaching service statistics. We examine the centralities and tensions that emerged from their responses and discuss the implications—insights on agency and reflective practice. The study contributes to a research framework for understanding the nature of pedagogical awareness in contexts beyond the setting for this study and aims to stimulate discussion about teaching service courses.
Description: 15 page(s)
Subject Keyword: 130300 Specialist Studies in Education
Resource Type: journal article
Organisation: Macquarie University. Dept. of Statistics
Organisation: Macquarie University. Learning and Teaching Centre

Identifier: http://hdl.handle.net/1959.14/107192
Identifier: ISSN:1931-4744
Identifier: mq-rm-2007002025
Language: eng
Rights: Copyright 2007 by Georgia Southern University reproduced with permission from International Journal for the Scholarship of Teaching & Learning. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.
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