Skip to main content

Teacher Training as a Contribution to Teachers’ Professional Development: Conclusions from a Research Programme to Foster Professional Error Competence in Accounting

  • Chapter
  • First Online:
Professional Error Competence of Preservice Teachers

Part of the book series: SpringerBriefs in Education ((BRIEFSEDUCAT))

  • 417 Accesses


The following chapter represents a brief conclusion of the present book and it brings together the key findings of our research programme on teachers’ professional error competence. The structure of the book is as follows: Chap. 1 outlined the underlying understanding of teachers’ professional competence in general and the professional error competence (PEC) in particular. Next, in order to elaborate the necessity of a training programme for PEC, empirical findings on teachers’ PEC were presented in Chap. 2. Chapter 3 detailed the development of a training programme and highlighted key issues of the intervention. For the evaluation of the training programme we used computer-based testing. To control the effects of such a test format, a pilot study was conducted (Chap. 4) that examines potential mode effects (computer based testing vs. paper-pencil). Chapter 5 described the evaluation study design as well as the key findings of three studies representing the steps towards “best practice”. Taking into account that teachers’ motivation could influence the evaluation results, Chap. 6 offered a brief overview on the research of teachers’ training motivation as well as empirical findings with regard to our research. Finally, in the conclusion section (Chap. 7) we briefly summarise the main insights of the studies and give an outlook on further research in this field of interest.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

USD 16.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 16.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions


  • Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., et al. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47, 133–180. doi:10.3102/0002831209345157.

    Article  Google Scholar 

  • Beier, M. E., & Kanfer, R. (2010). Motivation in training and development: A phase perspective. In S. W. J. Kozlowski & E. Salas (Eds.), Learning, training, and development in organizations (pp. 65–98). New York: Routledge.

    Google Scholar 

  • Cave, A., & Mulloy, M. (2010). How do cognitive and motivational factors influence teachers’ degree of program implementation? A qualitative examination of teacher perspectives. National Forum of Educational Administration and Supervision Journal, 27(4), 1–26.

    Google Scholar 

  • de Jesus, S. N., & Lens, W. (2005). An integrated model for the study of teacher motivation. Applied Psychology: An International Review, 54(1), 119–134. doi:10.1111/j.1464-0597.2005.00199.x.

    Article  Google Scholar 

  • Kennedy, M. (1998). Form and substance in inservice teacher education: Research monograph. Wisconsin: National Institute for Science Education.

    Google Scholar 

  • Vroom, V. H. (1964). Work and motivation. Oxford: Wiley.

    Google Scholar 

  • Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement. Issues & Answers Report, 33, 1–62.

    Google Scholar 

Download references

Author information

Authors and Affiliations


Corresponding author

Correspondence to Jürgen Seifried .

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer International Publishing AG

About this chapter

Cite this chapter

Seifried, J., Wuttke, E. (2017). Teacher Training as a Contribution to Teachers’ Professional Development: Conclusions from a Research Programme to Foster Professional Error Competence in Accounting. In: Wuttke, E., Seifried, J. (eds) Professional Error Competence of Preservice Teachers. SpringerBriefs in Education. Springer, Cham.

Download citation

  • DOI:

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-52647-8

  • Online ISBN: 978-3-319-52649-2

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics