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000807012 24500 $$aProfessional error competence of preservice teachers :$$bevaluation and support /$$cEveline Wuttke, Jürgen Seifried, editors.
000807012 264_1 $$aCham :$$bSpringer International Publishing,$$c[2017]
000807012 264_4 $$c©2017
000807012 300__ $$a1 online resource (v, 120 pages).
000807012 336__ $$atext$$btxt$$2rdacontent
000807012 337__ $$acomputer$$bc$$2rdamedia
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000807012 4901_ $$aSpringerBriefs in education
000807012 504__ $$aIncludes bibliographical references.
000807012 5050_ $$a1. Competence, Teacher Competence and Professional Error Competence: An Introduction -- 2. The Necessity to Train Professional Error Competence: Empirical Findings -- 3. Developing a Training Programme to Promote Professional Error Competence in Accounting -- 4. Mode Effects in Correcting Students' Errors: A Comparison of Computer-Based and Paper-Pencil Tests -- 5. Evaluation of a Training Programme to Improve the Professional Error Competence of Prospective Teachers -- 6. Prospective Teachers' Training Motivation and its Influence on Training Success -- 7. Teacher Training as a Contribution to Teachers' Professional Development: Conclusions from a Research Programme to Foster Professional Error Competence in Accounting.
000807012 506__ $$aAccess limited to authorized users.
000807012 520__ $$aThis book discusses competence, teacher competence, and professional error competence of teachers, and emphasizes the need for a training programme that supports the latter. The book starts out by presenting results from previous studies that underline the necessity to train professional error competence of teachers, especially in the field of accounting. The studies analysed include research in the field of accounting, and on the efficacy of teacher training. Next, considerations on training programmes are presented. From these analyses, a training programme was designed to support professional error competence in accounting. This training programme aims for increased knowledge about students' errors (content knowledge) and offers strategies to handle these errors (pedagogical content knowledge). Both are central facets of professional error competence. The book describes the development, characteristics, implementation, and evaluation of this programme. It details the test platform that was developed and used for the assessment of professional error competence, and critically discusses the results from the evaluation of the training programme from various perspectives. The current discussion on teacher training and expertise is influenced by empirical results obtained in international large-scale studies such as PISA and TIMSS. The findings of the studies underpin the discussion on teaching quality and teachers' professional competences. The key issue is that teacher competence has an impact on teaching quality and this, in turn, influences students' achievements. International comparative studies reveal that teachers often lack central competence facets, and therefore it is assumed that standard teacher training programmes may fail to successfully prepare student teachers for their tasks. Therefore, customized training programmes are currently being discussed. Their focus is mostly on pedagogical content knowledge and classroom practices, because these competence facets are essential for teaching quality.
000807012 588__ $$aVendor-supplied metadata.
000807012 650_0 $$aEffective teaching.
000807012 650_0 $$aCreative teaching.
000807012 650_0 $$aMotivation in education.
000807012 650_0 $$aTeaching.
000807012 650_0 $$aErrors.
000807012 7001_ $$aWuttke, Eveline,$$d1960-$$eeditor.
000807012 7001_ $$aSeifri Jürgen,$$eeditor.
000807012 77608 $$iPrint version:$$tProfessional error competence of preservice teachers.$$dCham : Springer International Publishing, [2017]$$z3319526472$$z9783319526478$$w(OCoLC)966861566
000807012 830_0 $$aSpringerBriefs in education.
000807012 852__ $$bebk
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000807012 980__ $$aBIB
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