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Books > Social sciences > Education > Careers guidance > Industrial or vocational training
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Professional Error Competence of Preservice Teachers - Evaluation and Support (Paperback, 1st ed. 2017)
Loot Price: R1,784
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Professional Error Competence of Preservice Teachers - Evaluation and Support (Paperback, 1st ed. 2017)
Series: SpringerBriefs in Education
Expected to ship within 10 - 15 working days
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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.
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