Teachers' Pedagogical Beliefs at Commercial Schools—An Empirical Study in Germany

Seifried, Jürgen

doi:10.1080/09639284.2012.661606

Cited by 19 publications

(25 citation statements)

References 45 publications

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“…Those that learn only in universities may encounter anticipatory situated learning if they are lucky, but they may never go on to learn the next stages of being an accountant and internalise the values of the accounting profession. Their learning will depend upon the attitudes of their individual lecturers, some of whom may be constructivist (Seifried, 2012), but others may only encounter lecturers who teach at them and, hence, they may never assimilate what it is to be an accountant.…”

Section: Stakeholders In the Accounting Education Processmentioning

confidence: 98%

“…These theories stem from building upon an earlier learning phase, that of information processing theory -or rote-like learning, using building blocks to master skills such as maths and language. This form of learning is teacher-centred, with the knowing teacher transferring knowledge to the unknowing student (Seifried, 2012). In accounting education we assume that the basic learning processes of maths and language have already been encountered and the necessary building blocks acquired, so we should now concentrate on developing our students beyond this simple information processing approach and extend and engage them.…”

Section: Education and Learning Theoriesmentioning

confidence: 98%

“…Under constructivism there is meaningful and cognitive stimulation where students discover ways to solve problems, learn to discuss ideas and develop extra activities of their own accord. Students learn through dialogue with themselves and with the faculty that teach them; knowledge is not purely transmitted by an expert (Seifried, 2012;Tan and Ferreira, 2012). Students need to learn to learn, to then be able to uncover tacit knowledge that they will need later in their professional careers.…”

Section: Education and Learning Theoriesmentioning

confidence: 98%

“…There is constructive alignment whereby learning outcomes, teaching and learning activities and assessment are closely co-ordinated (Seifried, 2012;Tan and Ferreira, 2012). Under constructivism there is meaningful and cognitive stimulation where students discover ways to solve problems, learn to discuss ideas and develop extra activities of their own accord.…”

Section: Education and Learning Theoriesmentioning

confidence: 99%

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The Global Challenge for Accounting Education

Helliar

2013

Accounting Education

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Accounting and education are both global phenomena, and there is thus an argument that accounting education should be consistent and comparable across the globe. However, accounting, and accounting education are all socially constructed and globally they have been influenced by their historical, social, economic, political and cultural contexts. This has resulted in many fragmented, heterogeneous communities of practice and many diverse audiences or stakeholders with their own interests and legitimation strategies. There is thus a problem for accounting education to be defined, and to coalesce to one world model that fits the needs of all nations. However, global accounting education can adopt similar learning objectives by using constructivist, experiential and situated learning approaches that are embedded in to the learning programme. The International Education Standards (IES) of the IAESB should be revised to embed these three learning approaches, and IFAC and the IAESB should adopt various strategies to gain pragmatic legitimacy for its education standards.

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Section: Stakeholders In the Accounting Education Processmentioning

confidence: 98%

Section: Education and Learning Theoriesmentioning

confidence: 98%

Section: Education and Learning Theoriesmentioning

confidence: 98%

Section: Education and Learning Theoriesmentioning

confidence: 99%

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The Global Challenge for Accounting Education

Helliar

2013

Accounting Education

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“…Moreover, prospective teachers' educational background characteristics, especially their OTL during both university education and prior to university education were analysed, as those variables were expected to foster the development of CK and PCK. The test instruments focus on the domain of accounting since this area isfrom a learning perspective -crucial for a comprehensive understanding of business contexts (Seifried 2012). Therefore, teachers' competencies in this area are of special interest.…”

mentioning

confidence: 99%

The impact of university teacher training on prospective teachers’ CK and PCK – a comparison between Austria and Germany

Fritsch

Berger

Seifried

et al. 2015

Empirical Res Voc Ed Train

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Background: As teacher training plays a major role in the development of (prospective) teachers' knowledge, differences between the professional knowledge of prospective teachers at Austrian and German universities were examined in the current study. The teacher training systems of business and economic education in both countries differ substantially regarding structure and content. The German system consists of two consecutive phases with different foci (university education with an emphasis on theories and domain-specific knowledge, followed by school-based practical training with the objective of acquiring practical experience). Thus, in Germany, opportunities to learn (OTL) mainly cover domain-specific knowledge with less focus on didactics and teaching experience. In contrast, Austrian universities offer an integrated approach that combines the two phases (i.e., theoretical input and practical teaching experiences are closely linked) at the university level.

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Competence, Teacher Competence and Professional Error Competence: An Introduction

Wuttke

Seifried

2017

SpringerBriefs in Education

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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.

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Teachers' Pedagogical Beliefs at Commercial Schools—An Empirical Study in Germany

Cited by 19 publications

References 45 publications

The Global Challenge for Accounting Education

The Global Challenge for Accounting Education

The impact of university teacher training on prospective teachers’ CK and PCK – a comparison between Austria and Germany

Competence, Teacher Competence and Professional Error Competence: An Introduction

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