rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Professional Error Competence of Preservice Teachers
    sub title: Evaluation and Support
  name:
    name part: Wuttke, Eveline.
    role:
      role term: editor.
  name:
    name part: Seifried, Jürgen.
    role:
      role term: editor.
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: gw
    date issued: 2017
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: V, 120 p. 28 illus. online resource.
  abstract: This 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…
  table of contents: 1. 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.
  note: edited by Eveline Wuttke, Jürgen Seifried.
  subject:
    topic: Education
  subject:
    topic: Teaching
  subject:
    topic: Assessment
  subject:
    topic: Education
  subject:
    topic: Assessment, Testing and Evaluation
  subject:
    topic: Teaching and Teacher Education
  subject:
    topic: Professional & Vocational Education
  classification: LC5225.A75
  classification: LB2822.75
  classification: 371.26
  related item:
    title info:
      title: Springer eBooks
  related item:
    title info:
      title: SpringerBriefs in Education
  identifier: 9783319526492
  identifier: http://dx.doi.org/10.1007/978-3-319-52649-2
  record info:
    record creation date: 170411
    record change date: 20170411075539.0
    record identifier: 978-3-319-52649-2