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Evaluation of a Training Programme to Improve the Professional Error Competence of Prospective Teachers

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Professional Error Competence of Preservice Teachers

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Teachers need professional error competence (PEC) to support students’ learning from errors. However, recent findings show that teacher students and teachers at the beginning of their career show a rather low level of PEC, while it is significantly higher for experienced teachers. Therefore it is assumed that PEC can be developed in learning processes and a training programme was developed to foster it. Against this background, we evaluate the training programme’s efficacy using measures that cover different aspects of typical evaluation indicators as well as important parts of (prospective) teachers’ PEC. While first trainings did not support the competence development of the participants, results show that training is successful if there is sufficient training time and content knowledge and pedagogical content knowledge are offered in an integrated way.

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  1. 1.

    In accordance with Kirkpatrick (1998) the second evaluation level will be labelled as “learning level” in the following since the paper focuses on changes in participants’ knowledge but not on changes in their beliefs or subjective theories.


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Correspondence to Claudia Krille .

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  1. (1)

    Example item 1 of knowledge test (Fig. 5.19).

Fig. 5.19
figure 19

Example item for CK

  1. (2)

    Example item 2 of knowledge test (Fig. 5.20).

    Fig. 5.20
    figure 20

    Example item for PCK

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Krille, C., Salge, B., Wuttke, E., Seifried, J. (2017). Evaluation of a Training Programme to Improve the Professional Error Competence of Prospective Teachers. In: Wuttke, E., Seifried, J. (eds) Professional Error Competence of Preservice Teachers. SpringerBriefs in Education. Springer, Cham.

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  • Print ISBN: 978-3-319-52647-8

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