Overview
- Presents comprehensive discussions of training programmes in general and introduces a teacher training programme that supports content knowledge and pedagogical content knowledge
- Documents innovative assessment instruments
- The first book to link teacher training in accounting to training research
- Presents the current status of research in the field
- Includes supplementary material: sn.pub/extras
Part of the book series: SpringerBriefs in Education (BRIEFSEDUCAT)
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Table of contents (7 chapters)
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Front Matter
Keywords
About this book
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 thetest 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.Editors and Affiliations
Bibliographic Information
Book Title: Professional Error Competence of Preservice Teachers
Book Subtitle: Evaluation and Support
Editors: Eveline Wuttke, Jürgen Seifried
Series Title: SpringerBriefs in Education
DOI: https://doi.org/10.1007/978-3-319-52649-2
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer International Publishing AG 2017
Softcover ISBN: 978-3-319-52647-8Published: 21 April 2017
eBook ISBN: 978-3-319-52649-2Published: 06 April 2017
Series ISSN: 2211-1921
Series E-ISSN: 2211-193X
Edition Number: 1
Number of Pages: V, 120
Number of Illustrations: 28 b/w illustrations
Topics: Assessment, Testing and Evaluation, Teaching and Teacher Education, Professional & Vocational Education