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Accountable Disciplinary Knowledge in Computing Education

Dziallas, Sebastian, Fincher, Sally (2019) Accountable Disciplinary Knowledge in Computing Education. In: Proceedings of the 2019 ACM Conference on International Computing Education Research. ICER '19 Proceedings of the 2019 ACM Conference on International Computing Education Research. . pp. 1-9. ACM, New York, NY, USA ISBN 978-1-4503-6185-9. (doi:10.1145/3291279.3339403​) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:77509)

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Abstract

This paper uses an approach that differs from conventional interview research to trace the individual trajectories of two computing graduates. In this approach, interviews are considered a dialogic process and analysis is a case-centred process that explores similarities and differences in participants' trajectories. This approach allows us to probe the experience and lasting value of computing education beyond graduation. In this extended analytic approach we expose participants' sense of professionalism and we connect this with the concept of accountable disciplinary knowledge (ADK). ADK has previously only been applied to students' experiences and identity formation at university. The approach taken in this work allows us to see the extension of ADK into the workplace.

Item Type: Conference or workshop item (Proceeding)
DOI/Identification number: 10.1145/3291279.3339403​
Divisions: Faculties > Sciences > School of Computing
Depositing User: Sally Fincher
Date Deposited: 16 Oct 2019 15:55 UTC
Last Modified: 21 Oct 2019 08:58 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/77509 (The current URI for this page, for reference purposes)
Fincher, Sally: https://orcid.org/0000-0001-7347-108X
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