TY - BOOK ID - 21537697 TI - Professional Error Competence of Preservice Teachers : Evaluation and Support AU - Wuttke, Eveline. AU - Seifried, Jürgen. PY - 2017 SN - 3319526499 3319526472 PB - Cham : Springer International Publishing : Imprint: Springer, DB - UniCat KW - Student teachers KW - Communication in education. KW - Training of. KW - Preservice teachers KW - Education. KW - Teaching. KW - Assessment. KW - Assessment, Testing and Evaluation. KW - Teaching and Teacher Education. KW - Professional & Vocational Education. KW - Education KW - Teachers KW - Educational tests and measuremen. KW - Professional education. KW - Vocational education. KW - Education, Vocational KW - Vocational training KW - Work experience KW - Technical education KW - Education, Professional KW - Career education KW - Education, Higher KW - Didactics KW - Instruction KW - Pedagogy KW - School teaching KW - Schoolteaching KW - Instructional systems KW - Pedagogical content knowledge KW - Training KW - Educational tests and measurements. KW - Assessment and Testing. KW - Professional and Vocational Education. KW - Teacher education KW - Teacher training KW - Teachers, Training of KW - Educational assessment KW - Educational measurements KW - Mental tests KW - Tests and measurements in education KW - Psychological tests for children KW - Psychometrics KW - Students KW - Examinations KW - Psychological tests KW - Rating of UR - https://www.unicat.be/uniCat?func=search&query=sysid:21537697 AB - 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. ER -