Competence, Teacher Competence and Professional Error Competence: An Introduction

Abstract

In the context of the impact teachers have on students' learning (teachers matter), there is an increasing interest in teachers' competences, which are seen as an amalgam of professional knowledge, beliefs, motivational orientation, and self-regulation. Following Shulman, professional knowledge in turn comprises content knowledge, pedagogical knowledge and pedagogical content knowledge. In line with these categories of professional teacher knowledge, we define the ability to identify students' errors and the knowledge about typical, domain-specific students' errors as content knowledge (CK), whereas the ability to tailor learning opportunities (errors can be used as learning opportunities), to give adequate feedback and to foster learning from errors is seen as a facet of pedagogical content knowledge (PCK). Both facets are essential if teachers want to support student learning from errors. In this chapter we define central competence facets and present the state of research on teacher competence, teacher professional competence in general and professional error competence in particular. Furthermore, we describe the German system of vocational education and teacher education and give reasons why our research is situated in the domain of accounting. These general explanations are intended to serve as a basis for all following chapters.

Competence Profile of an Ideal Leader in a Selling Center: An Exploratory Analysis

“…Error competence describes both the ability to deal with errors immediately when they occur (Rybowiak, Garst, Frese & Batinic, 1999) and being able to learn from them (Wuttke & Seifried, 2017).…”

Personality Formation And Development In Ethno Cultural Proces

“…That is, it presupposes the existence of separate ethnic groups as part of a single nation, for example, ethnos -Chechens, Kalmyks, Karachais, etc., a nation -Russian, uniting in itself all ethnic groups existing in it, including Russians. In the personality of the teacher and pupil, we also focus on ethnical competence, which is part of the personality structure and is associated with belonging to a particular ethnos (Wuttke & Seifried, 2017).…”

Ethno Pedagogical Technologies In Regional Education Environment

“…We present ethno pedagogic technology as a system of operations (actions) etc. Competence approach involves the consideration of knowledge, skills and abilities possessed by the individual as competencies that make up the competences system of an individual (Cohen-Scali, 2012; Wuttke & Seifried, 2017). Synergetic approach means the consideration of objects as self-sustaining nonlinear systems.…”