Concepts and Cases
Edited By Norbert Pachler, Christoph Pimmer and Judith Seipold
Notes on Contributors 383
Notes on Contributors Peter Aubusson is Associate Professor and Head of Teacher Education at the University of Technology, Sydney where he is a member of the Moba- gogy group. He was a school teacher for over ten years, during which time he researched his own practice. He has since researched mainly in the fields of teacher professional learning and science education. His current research includes investigations of mobile learning, action learning in professional community formation and analogical representations. His publications include five books, two edited books and more than forty refereed articles. Recent book publications include P. Aubusson, R. Ewing and G. Hoban Action Learning in Schools (Milton Park: Routledge, 2009); P. Aubusson & S. Schuck (eds) (2006) Teacher Learning and Development: The Mirror Maze (Dordrecht: Springer, 2006); and P. Aubusson, A. Harrison and S. Ritchie (eds) Metaphor and Analogy in Science Education (Dordrecht: Springer, 2006). Michael E. Auer is Professor of Electrical Engineering at the Systems Engineering Department of the Carinthia University of Applied Sciences Villach, Austria since 1995 and also has a teaching position at the University of Klagenfurt. Furthermore, he works as a visiting professor at the Univer- sities of Amman ( Jordan), Brasov (Romania) and Patras (Greece). He is a senior member of the Institute of Electrical and Electronics Engineers (IEEE) and member of Verband der Elektrotechnik Elektronik Informa- tionstechnik (VDE) and the International Society for Engineering Educa- tion (IGIP), author or co-author of more than 170 publications and leading member of numerous national and international organizations in...
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