details
| Title |
Student errors: how teachers diagnose them and how they respond to them |
|---|---|
| Authors | Seifried, Jürgen; Wuttke, Eveline |
| Source | Empirical research in vocational education and training 2 (2010) 2, S. 147-162  |
| Document | full text (279 KB) |
| License of the document | In copyright |
| Keywords (German) | Kompetenz; Empirische Untersuchung; Fragebogen; Unterrichtsbeobachtung; Lehrer; Lehrerverhalten; Schülerfehler; Lehr-Lern-Forschung; Lernerfahrung; Lernkultur; Unterrichtskommunikation |
| sub-discipline | Empirical Educational Research Curriculum and Teaching / School Pedagogy |
| Document type | Article (journal) |
| ISSN | 1877-6337; 18776337 |
| Language | English |
| Year of creation | 2010 |
| review status | Publishing 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 journal | Empirical research in vocational education and training Jahr: 2010 |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 15.10.2013 |
| Citation | Seifried, 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 - DOI: 10.25656/01:8250 |
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