Picture map of Europe with pins indicating European capital cities

Open Access research with a European policy impact...

The Strathprints institutional repository is a digital archive of University of Strathclyde's Open Access research outputs. Strathprints provides access to thousands of Open Access research papers by Strathclyde researchers, including by researchers from the European Policies Research Centre (EPRC).

EPRC is a leading institute in Europe for comparative research on public policy, with a particular focus on regional development policies. Spanning 30 European countries, EPRC research programmes have a strong emphasis on applied research and knowledge exchange, including the provision of policy advice to EU institutions and national and sub-national government authorities throughout Europe.

Explore research outputs by the European Policies Research Centre...

Turning engineers into reflective university teachers

Huet, I. and Tavares, J. and Weir, G.R.S. (2006) Turning engineers into reflective university teachers. In: 36th ASEE/IEEE Frontiers in education conference, San Diego, CA, 2006-10-28 - 2006-10-31.

[img]
Preview
PDF (strathprints002788.pdf)
strathprints002788.pdf

Download (200kB) | Preview

Abstract

Increasing attention to quality and innovation in Higher Education (HE) is enhancing the pedagogic knowledge of faculty members and thereby encouraging the academic success of their students. This aim requires, from the institution and teachers, a greater degree of involvement than was previously the case. This is certainly borne out by experience in Portuguese universities. The growing concern of engineers with issues of pedagogy and academic success marks a sea change in the traditional conceptions of teaching and learning in Higher Education. There are, of course, indications that many academics are resistant to change. Our research indicates a tradition among Portuguese and Scottish academics to incline their effort toward research with a resultant decline in interest and effort on teaching. The present paper presents a meta-analysis of research conducted at the University of Aveiro (Portugal) and the University of Strathclyde (United Kingdom) between 2000 and 2004 involving academics who taught first-year introductory Programming courses. The purpose of our study was to promote reflection and research on teaching based issues as a strategy toward improved student learning. The findings of the study raised a number of salient issues for discussion and consideration. In this paper, we present some of these issues, aiming to explore the impact that the findings may have on teachers' attitudes towards teaching and students' learning in introductory programming courses.