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Student errors: how teachers diagnose and respond to them

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Abstract

Current pedagogical discourse has established that teacher competence is a conditio 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.

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Authors and Affiliations

  1. Department of Economics, Business and Economics Education, University of Konstanz, Box 123, D-78457, Konstanz, Germany

    Jürgen Seifried

  2. Goethe University of Frankfurt, Frankfurt, Germany

    Eveline Wuttke

Authors
  1. Jürgen Seifried
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  2. Eveline Wuttke
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Correspondence to Jürgen Seifried.

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The authors would like to thank the reviewers for their constructive comments that helped to improve the manuscript.

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Seifried, J., Wuttke, E. Student errors: how teachers diagnose and respond to them. Empirical Res Voc Ed Train 2, 147–162 (2010). https://doi.org/10.1007/BF03546493

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