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TitleStudent errors: how teachers diagnose them and how they respond to them
Authors ;
SourceEmpirical research in vocational education and training 2 (2010) 2, S. 147-162
Document
Keywords (German)Kompetenz; Empirische Untersuchung; Fragebogen; Unterrichtsbeobachtung; Lehrer; Lehrerverhalten; Schülerfehler; Lehr-Lern-Forschung; Lernerfahrung; Lernkultur; Unterrichtskommunikation
sub-disciplineEmpirical Educational Research
Curriculum and Teaching / School Pedagogy
Document typeArticle (journal)
ISSN1877-6337
LanguageEnglish
Year of creation
review statusPublishing House Lectorship
Abstract (English):Current pedagogical discourse has established that teacher competence is a condition sine qua non for high level performance in the classroom. Nevertheless questions of conceptualising and measuring teacher competence have yet to be answered. In our study we analyse a facet of teacher competence essential to successful learning processes; namely, teacher competence when diagnosing and responding to student errors in a constructive manner. Two pilot studies investigate how students perceive "error culture" in their classrooms, and how teachers deal with learner errors during lessons. (DIPF/Orig.)
other articles of this journalEmpirical research in vocational education and training Jahr: 2010
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Checksumschecksum comparison as proof of integrity
Date of publication15.10.2013
Suggested CitationSeifried, Jürgen; Wuttke, Eveline: Student errors: how teachers diagnose them and how they respond to them - In: Empirical research in vocational education and training 2 (2010) 2, S. 147-162 - URN: urn:nbn:de:0111-opus-82501
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