Graduate attributes: teaching as learning

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dc.contributor.author Wood, Leigh en_US
dc.contributor.author Smith, Narelle en_US
dc.date.accessioned 2009-12-21T02:36:04Z
dc.date.available 2009-12-21T02:36:04Z
dc.date.issued 2007 en_US
dc.identifier 2007001346 en_US
dc.identifier.citation Wood Leigh and Smith Narelle 2007, 'Graduate attributes: teaching as learning', Taylor and Francis, vol. 38, no. 6, pp. 715-727. en_US
dc.identifier.issn 0020-739X en_US
dc.identifier.other C1 en_US
dc.identifier.uri http://hdl.handle.net/10453/5003
dc.description.abstract Recent graduates of degrees in the mathermatical sciences were ineterviewed in depth about thier work and the skills required to perform those tasks. One common undertaking could be described as teaching: demonstrating to colleagues, training their assistants or explaining mathematics to their managers. The paper describes how this understanding of teaching in the workplaces can inform curriculum design at university level to better prepare graduates for work. Examples of assessment activities that lecturers can adapt for use in their classes in the mathematical sciences are presented. en_US
dc.publisher Taylor and Francis en_US
dc.relation.isbasedon http://dx.doi.org/10.1080/00207390701464691 en_US
dc.title Graduate attributes: teaching as learning en_US
dc.parent International Journal of Mathematical Education in Science and Technology en_US
dc.journal.volume 38 en_US
dc.journal.number 6 en_US
dc.publocation UK en_US
dc.identifier.startpage 715 en_US
dc.identifier.endpage 727 en_US
dc.cauo.name SCI.Mathematical Sciences en_US
dc.conference Verified OK en_US
dc.for 130208 en_US
dc.personcode 0000041248 en_US
dc.personcode 921144 en_US
dc.percentage 100 en_US
dc.classification.name Mathematics and Numeracy Curriculum and Pedagogy en_US
dc.classification.type FOR-08 en_US
dc.staffid 921144 en_US


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