Název: The acquisition of error competence and the value of (learning from) errors in teacher education from the perspectives of teachers in Finland and Germany
Zdrojový dokument: Studia paedagogica. 2024, roč. 29, č. 2, s. [9]-32
Rozsah
[9]-32
-
ISSN2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2024-2-1
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/digilib.80622
Type: Článek
Jazyk
Licence: Neurčená licence
Přístupová práva
otevřený přístup
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Teachers' everyday error management in the classroom is one important aspect of their professional competence. This comprises conceptual knowledge about (the learning potential of) misconceptions and student errors, adaptive attitudes and orientations about errors as learning opportunities, and adaptive classroom management in error situations. The purpose of this study was to explore whether teacher education prepares teachers to meet these expectations and where teachers gain these facets of error competence. We analyzed 27 problem-centered interviews with Finnish and German teachers of different subjects and different school forms. Using MAXQDA, the data were coded into six categories, ranging from informal learning experiences to formal learning situations during teacher training. We identified various experiences and attitudes in the teachers' narratives. Our findings indicate that from the teachers' points of view and recollections of experiences, teacher education in both countries provides few intentional learning opportunities for developing professional error competence.
Reference
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[22] Laine, S., & Tirri, J. (2016). How Finnish elementary school teachers meet the needs of their gifted students. High Ability Studies, 27(2), 149–164. https://doi.org/10.1080/13598139.2015.1108185
[23] Larrain, M., & Kaiser, G. (2022). Interpretation of students' errors as part of the diagnostic competence of pre-service primary school teachers. Journal für Mathematik-Didaktik, 43, 39–66. https://doi.org/10.1007/s13138-022-00198-7
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[25] Mayring, P. (2010). Qualitative Inhaltsanalyse [Qualitative content analysis]. In G. Mey & K. Mruck (Eds.), Handbuch Qualitative Forschung in der Psychologie (pp. 601−613). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-92052-8_42
[26] McElvany, N., Schwabe, F., Bos, W., & Holtappels, H. G. (Eds.) (2019). Lehrerbildung – Potentiale und Herausforderungen in den drei Phasen [Teacher training – potentials and challenges in the three phases]. Waxmann.
[27] Ministry of Education and Culture, & Finnish national Agency for Education. (2022). Finnish education in a nutshell. https://www.oph.fi/sites/default/files/documents/Finnish_education_in_a_nutshell_1.pdf
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[30] Oser, F., & Spychiger, M. (2005). Lernen ist schmerzhaft. Zur Theorie des Negativen Wissens und zur Praxis der Fehlerkultur [Learning is painful - on the theory of negative knowledge and a practice and error culture]. Beltz.
[31] Santagata, R. (2004). 'Are you joking or are you sleeping?' Cultural beliefs and practices in Italian and U.S. teachers' mistake-handling strategies. Linguistics and Education, 15(1), 141–164. https://doi.org/10.1016/j.linged.2004.12.002
[32] Schilling, J. (2006). On the pragmatics of qualitative assessment: Designing the process for content analysis. European Journal of Psychological Assessment, 22(1), 28–37. https://doi.org/10.1027/1015-5759.22.1.28
[33] Schleppenbach, M., Flevares, L. M., Sims, L. M., & Perry, M. (2007). Teachers' responses to student mistakes in Chinese and U.S. mathematics classrooms. The Elementary School Journal, 108(2), 131–147. https://doi.org/10.1086/525551
[34] Seifried, J., & Wuttke, E. (2010a). Professionelle Fehlerkompetenz – Operationalisierung einer vernachlässigten Kompetenzfacette von (angehenden) Lehrkräften [Professional error competence - operationalisation of a neglected competence facet of (prospective) teachers]. Wirtschaftspsychologie, 12(4), 17–28.
[35] Seifried, J. & Wuttke, E. (2010b). Student errors: How teachers diagnose und respond to them. Empirical Research in Vocational Education and Training, 2(2), 147–162. https://doi.org/10.1007/BF03546493
[36] Seifried, J., Wuttke, E., Türling, J., Krille, C., & Paul, O. (2015). Teachers' strategies for handling student errors – the contribution of teacher training programs. In M. Gartmeier, H. Gruber, T. Hascher, & H. Heid (Eds.), Fehler. Ihre Funktionen im Kontext individueller und gesellschaftlicher Entwicklung [Errors. Their functions in context of individual and societal development] (pp. 177–188). Waxmann.
[37] Sihvo, S. (2019). Wertschätzung in deutschen und finnischen Schulen. Eine rekonstruktive Untersuchung der Schüler- und Lehrerorientierungen. Dr. Kovač.
[38] Soncini, A., Matteucci, M., & Butera, F. (2020). Error handling in the classroom: An experimental study of teachers' strategies to foster positive error climate. European Journal of Psychology of Education, 36, 719–738. http://dx.doi.org/10.1007/s10212-020-00494-1
[39] Soncini, A., Matteucci, M. C., & Butera, F. (2023). Errors: Springboard for learning or tool for evaluation? Ambivalence in teachers' error-related beliefs and practices. Social Psychology of Education. https://doi.org/10.1007/s11218-023-09867-y
[40] SOOL. [Suomen Opettajaksi Opiskelevien Liitto] (n.d. a). Haluatko opettajaksi? [Do you want to become a teacher?]. https://www.sool.fi/opettajaksi/
[41] SOOL. [Suomen Opettajaksi Opiskelevien Liitto] (n.d. b). Teacher education in Finland. https://www.sool.fi/in-english/the-finnish-school-system/
[42] Steuer, G., Tulis, M., & Dresel, M. (2021). Is dealing with errors in the classroom specific for school subjects? A study of the error climate in mathematics, German, and English. European Journal of Psychology of Education, 37, 355–373. https://doi.org/10.1007/s10212-020-00525-x
[43] Türling, J. M. (2014). Die professionelle Fehlerkompetenz von (angehenden) Lehrkräften: Eine empirische Untersuchung im Rechnungswesenunterricht. [The professional error competence of (prospective) teachers: An empirical investigation in accounting lessons]. Springer.
[44] Waldow, F. (2010). Der Traum vom "skandinavisch schlau Werden". Drei Thesen zur Rolle Finnlands als Projektionsfläche in der gegenwärtigen Bildungsdebatte [The dream of 'becoming Scandinavian smart'. Three theses on the role of Finland as a projection surface in the current education debate]. Zeitschrift für Pädagogik, 56(4), 497–511. https://doi.org/10.25656/01:7156
[45] Witzel, A. (2000). Das problemzentrierte Interview [The problem-centred interview]. Forum Qualitative Sozialforschung—Social Research, 1(1). https://doi.org/10.17169/fqs-1.1.1132
[46] Wuttke, E., Seifried, J., & Mindnich, A. (2008). Umgang mit Fehlern und Ungewissheit [Dealing with errors and uncertainty]. In M. Gläser-Zikuda & J. Seifried (Hrsg.), Lehrerexpertise. Analyse und Bedeutung unterrichtlichen Handelns [Teacher expertise. Analysis and significance of teaching behaviour] (pp. 91−111). Waxmann.
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[2] Baumert, J., & Kunter, M. (2006). Stichwort: Professionelle Kompetenz von Lehrkräften Keyword: [Professional competencies of teachers]. Zeitschrift für Erziehungswissenschaft, 9(4), 469–520. https://doi.org/10.1007/s11618-006-0165-2
[3] Breternitz, A. (2021). Sichtweisen von Lehrkräften auf Schülerfehler [Teachers' perspectives on student errors]. Springer. https://doi.org/10.1007/978-3-658-35509-8
[4] Bührmann, A. D. (2005). Review: Jochen Gläser & Grit Laudel (2004). Experteninterviews und qualitative Inhaltsanalyse [The Expert Interview and Content Analysis]. Forum Qualitative Sozialforschung Forum: Qualitative Social Research, 6(2). https://doi.org/10.17169/fqs-6.2.476
[5] Czerwenka, K. (2005). Lehrerprofessionalität zwischen Theorie und Praxis. Kritische Anmerkungen zu Bildungsstandards [Teacher professionalism between theory and practice. Critical comments on educational standards]. In G. Büttner, F. Sauter, & W. Schneider (Eds.), Empirische Schul- und Unterrichtsforschung: Beiträge aus pädagogischer Psychologie, Erziehungswissenschaft und Fachdidaktik [Empirical school and teaching research: Contributions from educational psychology, educational science and didactics] (pp. 17–32). Pabst Science Publishers.
[6] Eriksson, K., Lindvall, J., Helenius, O., & Ryve, A. (2020). Cultural variation in the effectiveness of feedback on students' mistakes. Frontiers in Psychology, 10, 1–30. https://doi.org/10.3389/fpsyg.2019.03053
[7] Fiegert, M., & Solzbacher, C. (2014). "Bescheidenheit und Festigkeit des Charakters…" Das Konstrukt Lehrerhaltung aus historisch-systematischer Perspektive ["Modesty and strength of character…" The construct of teacher attitude from a historical-systematic perspective]. In C. Schwer & C. Solzbacher (Eds.), Professionelle pädagogische Haltung. Historische, theoretische und empirische Zugänge zu einem viel strapazierten Begriff [Professional pedagogical attitude. Historical, theoretical and empirical approaches to an overused term] (pp. 17–45). Klinkhardt.
[8] Flick, U. (2014). Qualitative Sozialforschung. Eine Einführung [Qualitative social research. An introduction] (6th Ed.). Rowohlt.
[9] Frese, M., & Keith, N. (2015). Action errors, error management, and learning in organizations. Annual Review of Psychology, 66(1), 661–687. https://doi.org/10.1146/annurev-psych-010814-015205
[10] FTTS. [Finnish Teacher Training Schools] (2023a). Enhancing education through quality. https://ftts.fi/wordpress/wp-content/uploads/Hand-out_FTTS_final.pdf
[11] FTTS. [Finnish Teacher Training Schools] (2023b). We play one of the key roles in developing and implementing research based teacher training in the universities of Finland. https://ftts.fi/
[12] Grohnert, T., Meuwissen, R. H. G., & Gijselaers, W. H. (2019). Enabling young professionals to learn from errors - The role of a supportive learning climate in crossing help network boundaries. Vocations and Learning, 12, 217–243. https://doi.org/10.1007/s12186-018-9206-2
[13] Halim, L., & Meerah, S. M. (2002). Science trainee teachers' pedagogical content knowledge and its influence on physics teaching. Research in Science & Technological Education, 20(2), 215–225. https://doi.org/10.1080/0263514022000030462
[14] Helmke, A. (2014). Unterrichtsqualität und Lehrerprofessionalität. Diagnose, Evaluation und Verbesserung des Unterrichts [Teaching quality and teacher professionalism. Diagnosis, evaluation and improvement of teaching] (5th Ed.). Klett-Kallmeyer.
[15] Heyder, A., & Brunner, R. (2018). Teachers' belief that math requires innate ability predicts lower intrinsic motivation among low-achieving students. Learning and Individual Differences, 62, 118–127. https://doi.org/10.1016/j.lindif.2018.01.015
[16] Heyder, A., Weidinger, A. F., Cimpian, A., & Steinmayr, R. (2020). Teachers' belief that math requires innate ability predicts lower intrinsic motivation among low-achieving students. Learning and Instruction, 65, 101220. https://doi.org/10.1016/j.learninstruc.2019.101220
[17] Hierdies, H. (2006). Lehrer: Persönlichkeit, Rolle, Erziehungsfunktion [Teachers: Personality, role, educational function]. In N. Frank, D. Menzel, & C. Schloms (Eds.), Erziehung fördert Bildung [Education fosters learnning] (pp. 97–115). Auer.
[18] Kaiser, G., Busse, A., Hoth, J., König, J., & Blömeke, S. (2015). About the complexities of video-based assessments: Theoretical and methodological approaches to overcoming shortcomings of research on teachers' competence. International Journal of Science and Mathematics Education, 13(2), 369–387. https://doi.org/10.1007/s10763-015-9616-7
[19] Kapur, M. (2010). Productive failure in mathematical problem solving. Instructional Science, 38(6), 523–550. https://doi.org/10.1007/s11251-009-9093-x
[20] Kotsiou, A., Fajardo-Tovar, D. D., Cowhitt, T., Major, L., & Wegerif, R. (2022). A scoping review of Future Skills frameworks. Irish Educational Studies, 41(1), 171–186. https://doi.org/10.1080/03323315.2021.2022522
[21] Kricke, M. (2015). Lernen und Lehren in Deutschland und Finnland: eine empirische Studie zu Schulsystem und LehrerInnenbildung im Ländervergleich [Learning and teaching in Germany and Finland: An empirical study of school systems and teacher education in country comparison] [Doctoral dissertation]. Universität zu Köln. https://kups.ub.uni-koeln.de/6070/
[22] Laine, S., & Tirri, J. (2016). How Finnish elementary school teachers meet the needs of their gifted students. High Ability Studies, 27(2), 149–164. https://doi.org/10.1080/13598139.2015.1108185
[23] Larrain, M., & Kaiser, G. (2022). Interpretation of students' errors as part of the diagnostic competence of pre-service primary school teachers. Journal für Mathematik-Didaktik, 43, 39–66. https://doi.org/10.1007/s13138-022-00198-7
[24] Matias, S. (2019). Comparison of the U.S. and Finland's educational systems on students' academic achievement. Capstone Projects and Master's Theses. https://digitalcommons.csumb.edu/cgi/viewcontent.cgi?article=1684&context=caps_thes_all
[25] Mayring, P. (2010). Qualitative Inhaltsanalyse [Qualitative content analysis]. In G. Mey & K. Mruck (Eds.), Handbuch Qualitative Forschung in der Psychologie (pp. 601−613). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-92052-8_42
[26] McElvany, N., Schwabe, F., Bos, W., & Holtappels, H. G. (Eds.) (2019). Lehrerbildung – Potentiale und Herausforderungen in den drei Phasen [Teacher training – potentials and challenges in the three phases]. Waxmann.
[27] Ministry of Education and Culture, & Finnish national Agency for Education. (2022). Finnish education in a nutshell. https://www.oph.fi/sites/default/files/documents/Finnish_education_in_a_nutshell_1.pdf
[28] MSB NRW. [Ministerium für Schule und Bildung des Landes Nordrhein-Westfalen] (2009). LABG Lehrerausbildungsgesetz NRW. https://bass.schul-welt.de/9767.htm
[29] MSB NRW. [Ministerium für Schule und Bildung des Landes Nordrhein-Westfalen] (2023). Schulformen. https://www.schulministerium.nrw/schule-bildung/schulorganisation/schulformen
[30] Oser, F., & Spychiger, M. (2005). Lernen ist schmerzhaft. Zur Theorie des Negativen Wissens und zur Praxis der Fehlerkultur [Learning is painful - on the theory of negative knowledge and a practice and error culture]. Beltz.
[31] Santagata, R. (2004). 'Are you joking or are you sleeping?' Cultural beliefs and practices in Italian and U.S. teachers' mistake-handling strategies. Linguistics and Education, 15(1), 141–164. https://doi.org/10.1016/j.linged.2004.12.002
[32] Schilling, J. (2006). On the pragmatics of qualitative assessment: Designing the process for content analysis. European Journal of Psychological Assessment, 22(1), 28–37. https://doi.org/10.1027/1015-5759.22.1.28
[33] Schleppenbach, M., Flevares, L. M., Sims, L. M., & Perry, M. (2007). Teachers' responses to student mistakes in Chinese and U.S. mathematics classrooms. The Elementary School Journal, 108(2), 131–147. https://doi.org/10.1086/525551
[34] Seifried, J., & Wuttke, E. (2010a). Professionelle Fehlerkompetenz – Operationalisierung einer vernachlässigten Kompetenzfacette von (angehenden) Lehrkräften [Professional error competence - operationalisation of a neglected competence facet of (prospective) teachers]. Wirtschaftspsychologie, 12(4), 17–28.
[35] Seifried, J. & Wuttke, E. (2010b). Student errors: How teachers diagnose und respond to them. Empirical Research in Vocational Education and Training, 2(2), 147–162. https://doi.org/10.1007/BF03546493
[36] Seifried, J., Wuttke, E., Türling, J., Krille, C., & Paul, O. (2015). Teachers' strategies for handling student errors – the contribution of teacher training programs. In M. Gartmeier, H. Gruber, T. Hascher, & H. Heid (Eds.), Fehler. Ihre Funktionen im Kontext individueller und gesellschaftlicher Entwicklung [Errors. Their functions in context of individual and societal development] (pp. 177–188). Waxmann.
[37] Sihvo, S. (2019). Wertschätzung in deutschen und finnischen Schulen. Eine rekonstruktive Untersuchung der Schüler- und Lehrerorientierungen. Dr. Kovač.
[38] Soncini, A., Matteucci, M., & Butera, F. (2020). Error handling in the classroom: An experimental study of teachers' strategies to foster positive error climate. European Journal of Psychology of Education, 36, 719–738. http://dx.doi.org/10.1007/s10212-020-00494-1
[39] Soncini, A., Matteucci, M. C., & Butera, F. (2023). Errors: Springboard for learning or tool for evaluation? Ambivalence in teachers' error-related beliefs and practices. Social Psychology of Education. https://doi.org/10.1007/s11218-023-09867-y
[40] SOOL. [Suomen Opettajaksi Opiskelevien Liitto] (n.d. a). Haluatko opettajaksi? [Do you want to become a teacher?]. https://www.sool.fi/opettajaksi/
[41] SOOL. [Suomen Opettajaksi Opiskelevien Liitto] (n.d. b). Teacher education in Finland. https://www.sool.fi/in-english/the-finnish-school-system/
[42] Steuer, G., Tulis, M., & Dresel, M. (2021). Is dealing with errors in the classroom specific for school subjects? A study of the error climate in mathematics, German, and English. European Journal of Psychology of Education, 37, 355–373. https://doi.org/10.1007/s10212-020-00525-x
[43] Türling, J. M. (2014). Die professionelle Fehlerkompetenz von (angehenden) Lehrkräften: Eine empirische Untersuchung im Rechnungswesenunterricht. [The professional error competence of (prospective) teachers: An empirical investigation in accounting lessons]. Springer.
[44] Waldow, F. (2010). Der Traum vom "skandinavisch schlau Werden". Drei Thesen zur Rolle Finnlands als Projektionsfläche in der gegenwärtigen Bildungsdebatte [The dream of 'becoming Scandinavian smart'. Three theses on the role of Finland as a projection surface in the current education debate]. Zeitschrift für Pädagogik, 56(4), 497–511. https://doi.org/10.25656/01:7156
[45] Witzel, A. (2000). Das problemzentrierte Interview [The problem-centred interview]. Forum Qualitative Sozialforschung—Social Research, 1(1). https://doi.org/10.17169/fqs-1.1.1132
[46] Wuttke, E., Seifried, J., & Mindnich, A. (2008). Umgang mit Fehlern und Ungewissheit [Dealing with errors and uncertainty]. In M. Gläser-Zikuda & J. Seifried (Hrsg.), Lehrerexpertise. Analyse und Bedeutung unterrichtlichen Handelns [Teacher expertise. Analysis and significance of teaching behaviour] (pp. 91−111). Waxmann.
[47] Wuttke, E., & Seifried, J. (2017). Competence, teacher competence and professional error competence: An introduction. In E. Wuttke & J. Seifried (Eds.), Professional error competence of preservice teachers. Springer briefs in education (pp. 1−14). Springer. https://doi.org/10.1007/978-3-319-52649-2_1