TY  - JOUR
A1  - Köpfer, Patricia
T1  - Teachers’ perspectives on dealing with students’ errors
T2  - Frontiers in education
N2  - With adequate support for the learner, errors can have high learning potential. This study investigates rather unsuitable action patterns of teachers in dealing with errors. Teachers rarely investigate the causes that evoke the occurrence of individual students’ errors, but instead often change addressees immediately after an error occurs. Such behavior is frequent in the classroom, leaving unexploited, yet important potential to learn from errors. It has remained unexplained why teachers act the way they do in error situations. Using video-stimulated recalls, I investigate the reasons for teachers’ behavior in students’ error situations by confronting them with recorded episodes from their own teaching. Error situations are analyzed (within-case) and teachers’ beliefs are classified in an explanatory model (cross-case) to illustrate patterns across teachers. Results show that teachers refer to an interaction of student attributes, their own attributes, and error attributes when reasoning their own behavior. I find that reference to specific attributes varies depending on the situation, and so do the described reasons that led to a particular behavior as a spontaneous or more reflective decision.
KW  - teachers’ beliefs
KW  - students’ errors
KW  - accounting lessons
KW  - video-stimulated recall
KW  - error analysis
Y1  - 2022
UR  - http://publikationen.ub.uni-frankfurt.de/frontdoor/index/index/docId/85868
UR  - https://nbn-resolving.org/urn:nbn:de:hebis:30:3-858685
SN  - 2504-284X
N1  - Gefördert durch den Open-Access-Publikationsfonds der Goethe-Universität
VL  - 7
IS  - art. 868729
SP  - 1
EP  - 17
PB  - Frontiers Media
CY  - Lausanne
ER  -