- This paper opens the classroom door to provide insight
into factors that shape tertiary computer science teachers'
experience of (and engagement with) student learning
success and failure. This topic is explored through
phenomenographic analysis of teacher narratives dealing
with frustration and success in facilitating learning for
their students.
Three themes related to learning are explored which
highlight different aspects of the learning situation,
namely, students, environment, and responsibility.
Using these themes as a focus reveals great diversity
in the manner in which teachers experience student
learning difficulties and approaches to resolving them.
The results provide computer science academics with
a framework within which to discuss and contrast their
values and assumptions and understand their implications
for teaching practice.
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