國立虎尾科技大學 |

Professional error competence of preservice teachers = evaluation and support /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Professional error competence of preservice teachers/ edited by Eveline Wuttke, Jurgen Seifried.
其他題名:	evaluation and support /
其他作者:	Wuttke, Eveline.
出版者:	Cham :Springer International Publishing : : 2017.,
面頁冊數:	v, 120 p. :ill., digital ; : 24 cm.;
Contained By:	Springer eBooks
標題:	Grading and marking (Students) -
電子資源:	http://dx.doi.org/10.1007/978-3-319-52649-2
ISBN:	9783319526492

Professional error competence of preservice teachers = evaluation and support /
Professional error competence of preservice teachersevaluation and support /[electronic resource] :edited by Eveline Wuttke, Jurgen Seifried. - Cham :Springer International Publishing :2017. - v, 120 p. :ill., digital ;24 cm. - SpringerBriefs in education,2211-1921. - SpringerBriefs in education..

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.

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 facets are essential for teaching quality.

ISBN: 9783319526492

Standard No.: 10.1007/978-3-319-52649-2doiSubjects--Topical Terms:

566995
Grading and marking (Students)

LC Class. No.: LB1707 / .P76 2017

Dewey Class. No.: 370.71

Professional error competence of preservice teachers = evaluation and support /
LDR:03802nam a2200325 a 4500 001 884707
003 DE-He213
005 20170411075539.0
006 m d
007 cr nn 008maaau
008 180530s2017 gw s 0 eng d
020 $a 9783319526492 $q (electronic bk.)
020 $a 9783319526478 $q (paper)
024 7 $a 10.1007/978-3-319-52649-2 $2 doi
035 $a 978-3-319-52649-2
040 $a GP $c GP
041 0 $a eng
050 4 $a LB1707 $b .P76 2017
072 7 $a JNKD $2 bicssc
072 7 $a EDU011000 $2 bisacsh
082 0 4 $a 370.71 $2 23
090 $a LB1707 $b .P964 2017
245 0 0 $a Professional error competence of preservice teachers $h [electronic resource] : $b evaluation and support / $c edited by Eveline Wuttke, Jurgen Seifried.
260 $a Cham : $c 2017. $b Springer International Publishing : $b Imprint: Springer,
300 $a v, 120 p. : $b ill., digital ; $c 24 cm.
490 1 $a SpringerBriefs in education, $x 2211-1921
505 0 $a 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.
520 $a 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 facets are essential for teaching quality.
650 0 $a Grading and marking (Students) $3 566995
650 0 $a Teachers $x Training of. $3 559558
650 1 4 $a Education. $3 555912
650 2 4 $a Assessment, Testing and Evaluation. $3 671650
650 2 4 $a Teaching and Teacher Education. $3 783596
650 2 4 $a Professional & Vocational Education. $3 671695
700 1 $a Wuttke, Eveline. $3 1141332
700 1 $a Seifried, Jurgen. $3 1141333
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer eBooks
830 0 $a SpringerBriefs in education. $3 890162
856 4 0 $u http://dx.doi.org/10.1007/978-3-319-52649-2
950 $a Education (Springer-41171)