Teachers' conceptions of teaching service statistics courses

Sue Gordon, Peter Petocz, Anna Reid

    Research output: Contribution to journalArticlepeer-review

    9 Downloads (Pure)


    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.
    Original languageEnglish
    Number of pages15
    JournalInternational journal for the scholarship of teaching and learning
    Issue number1
    Publication statusPublished - 2007

    Bibliographical note

    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.


    Dive into the research topics of 'Teachers' conceptions of teaching service statistics courses'. Together they form a unique fingerprint.

    Cite this