Competence, teacher competence and professional error competence: an introduction.

Autor/inn/en	Wuttke, Eveline; Seifried, Jürgen
Titel	Competence, teacher competence and professional error competence: an introduction.
Quelle	Aus: Wuttke, Eveline (Hrsg.); Seifried, Jürgen (Hrsg.): Professional error competence of preservice Teachers. Evaluation and support. Cham: Springer (2017) S. 1-14 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Springerbriefs in education
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-3-319-52647-8; 978-3-319-52649-2
DOI	10.1007/978-3-319-52649-2_1
Schlagwörter	Kompetenz; Motivationsförderung; Berufsschule; Berufsschulunterricht; Fehler; Fehleranalyse; Lehrer; Professionalisierung; Rechnungswesen; Schüler; Kompetenz; Lernfeld; Lehrer; Schüler; Fehler; Fehleranalyse; Fehlerbewertung; Lernprozess; Lernfeld; Rechnungswesen; Professionalisierung; Berufsschule; Berufsschulunterricht; Kompetenzentwicklung
Abstract	In the context of the impact teachers have on students' learning (teachers matter), there is an increasing interest in teachers' competences, which are seen as an amalgam of professional knowledge, beliefs, motivational orientation, and selfregulation. Following Shulman, professional knowledge in turn comprises content knowledge, pedagogical knowledge and pedagogical content knowledge. In line with these categories of professional teacher knowledge, we define the ability to identify students' errors and the knowledge about typical, domainspecific students' errors as CK, whereas the ability to tailor learning opportunities (errors can be used as learning opportunities), to give adequate feedback and to foster learning from errors is seen as a facet of PCK. Both facets are essential if teachers want to support student learning from errors. In this chapter we define central competence facets and present the state of research on teacher competence, teacher professional competence in general and professional error competence in particular. Furthermore, we describe the German system of vocational education and teacher education and give reasons why our research is situated in the domain of accounting. These general explanations are intended to serve as a basis for all following chapters (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/3