期刊名称：Empirical Research in Vocational Education and Training
电子版ISSN：1877-6345
出版年度：2010
卷号：2
期号：2
页码：147-162
DOI：10.1007/BF03546493
语种：English
出版社：Springer Verlag
摘要：AbstractCurrent 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.
