Comparing two constructs for describing and analyzing teachers’ diagnostic processes

Kramer, Maria; Förtsch, Christian; Seidel, Tina; Neuhaus, Birgit J.

doi:10.1016/j.stueduc.2020.100973

Cited by 13 publications

(13 citation statements)

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“…The assessment referred to the degree to which the evidence supported the identified challenging classroom situation. The comparison with professional vision showed that explanatory parts of evidence evaluation matched the professional vision aspect explanation (Kramer et al, 2021). (b) For the expert-novice comparison, 15 in-service teachers with an average teaching experience of 6.1 years (SD ¼ 5.9) and 64 pre-service teachers with an average length of study of 2.2 semesters (SD ¼ 0.7) worked on DiKoBi.…”

Section: Drawing Conclusionmentioning

confidence: 94%

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Diagnosing the Instructional Quality of Biology Lessons Based on Staged Videos: Developing DiKoBi, A Video-Based Simulation

Kramer¹,

Stürmer²,

Förtsch³

et al. 2022

Learning to Diagnose With Simulations

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Identifying and interpreting challenging instructional situations is important for teacher performance in the classroom, thus also for instructional quality. This project examines classroom situations in which pre-service teachers diagnose effective teaching in terms of instructional quality in the context of biology lessons. The interdisciplinary collaboration combines expertise in research on teachers’ professional competence, video-based teaching, and computer-supported case-based learning in several contexts. The video-based simulation DiKoBi (German acronym for “diagnostic competences of biology teachers in biology classrooms”) was developed to investigate, measure, and foster pre-service teachers’ diagnostic skills concerning the instructional quality of biology lessons. Staged videos embedded in the video-based simulation DiKoBi show six different classroom situations, each focusing on one biology-specific instructional quality feature. Validity of the content and tasks in DiKoBi were examined in interviews using think-aloud protocols and expert-novice comparisons. In future research, intervention studies will be used to analyze the effects of knowledge acquisition and scaffolding during teachers’ diagnosing on their diagnostic skills concerning instructional quality.

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Section: Drawing Conclusionmentioning

confidence: 94%

“…However, the two do not describe exactly the same construct and thus do not overlap completely. Explanation is considered to link a theory to generated evidence, which might be one facet of evidence evaluation (Kramer et al, 2021).…”

Section: Situation-specific Skills For Diagnosingmentioning

confidence: 99%

Diagnosing the Instructional Quality of Biology Lessons Based on Staged Videos: Developing DiKoBi, A Video-Based Simulation

Kramer¹,

Stürmer²,

Förtsch³

et al. 2022

Learning to Diagnose With Simulations

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“…Which diagnostic activities are appropriate may differ with regard to the discipline or the diagnostic focus [8,60]. In studies that investigated diagnostic activities in the context of teacher education, the diagnostic activities generating hypothesis, generating evidence, evaluating evidence, and drawing conclusions were considered to be particularly relevant [55,60,61]. Furthermore, it is noteworthy that some diagnostic activities show similarities with conceptualizations of situation-specific cognitive skills, such as perceiving, interpreting, and decision-making (PID model, [51]) or professional vision [62,63].…”

Section: Conceptualizing Situation-specific Skills For Reasoning Abou...mentioning

confidence: 99%

“…From the perspective of professional vision, the skills of noticing (paying attention to noteworthy events) and reasoning (describing noteworthy events, explaining by linking pedagogical concepts and principles to observed events, and predicting possible consequences as specification of teachers' decision making) are highlighted [63]. Therefore, researchers using diagnostic activities in the context of video analysis have operationalized generating evidence, evaluating evidence, and drawing conclusions as reasonable diagnostic activities for assessment designs [61].…”

Section: Conceptualizing Situation-specific Skills For Reasoning Abou...mentioning

confidence: 99%

Can Pre-Service Biology Teachers’ Professional Knowledge and Diagnostic Activities Be Fostered by Self-Directed Knowledge Acquisition via Texts?

Kramer¹,

Förtsch²,

Neuhaus³

2021

Education Sciences

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In a diagnostic context of reasoning about instructional quality, scientific reasoning skills can be described as diagnostic activities, which require professional knowledge. Different approaches to enhance pre-service teachers’ professional knowledge (PCK, CK, PK), as well as diagnostic activities exist. However, results about their effectiveness are still inconsistent. We systematically investigated the effectiveness of self-directed knowledge acquisition via texts on PCK, CK, PK, and diagnostic activities of 81 pre-service biology teachers following an experimental design. Paper-pencil tests, measuring PCK, CK, and PK, and the video-based assessment tool DiKoBi Assess, measuring diagnostic activities in the context of diagnosing instructional quality, were used pre and post an intervention. Intervention included four treatments on self-directed knowledge acquisition via texts on (1) PCK, (2) CK, (3) PK, (4) combination PCK/CK/PK. Treatment (5) served as control. Mixed ANOVAs showed large time effects for PCK and CK, but no interaction effect concerning knowledge facets between time and treatment for any of the treatments. Time effects might be due to pre-service teachers’ scientific reasoning on biology instruction that activated knowledge. An ANCOVA showed no significant effect of treatment on diagnostic activities either. We conclude that scientific reasoning about instructional quality is more effective for knowledge acquisition than text-work.

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“…Schopnosti učiteľov identifikovať a interpretovať relevantné situácie a udalosti, ktoré ovplyvňujú učenie študentov, sú nevyhnutné v oblasti prijímania efektívnych rozhodnutí počas vyučovania v triede. Učiteľ sa v triede dostáva do situácií podobných s rolou lekára, ktorý pri procesoch identifikuje a interpretuje symptómy pacienta, aby sa rozhodol, ako pacienta najlepšie liečiť (Kramer et al, 2021). Aj učiteľ je nútený posúdiť triedu, situácie a udalosti, aby mohol prispôsobiť svoju výučbu.…”

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2021

EDU

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Comparing two constructs for describing and analyzing teachers’ diagnostic processes

Cited by 13 publications

References 48 publications

Diagnosing the Instructional Quality of Biology Lessons Based on Staged Videos: Developing DiKoBi, A Video-Based Simulation

Diagnosing the Instructional Quality of Biology Lessons Based on Staged Videos: Developing DiKoBi, A Video-Based Simulation

Can Pre-Service Biology Teachers’ Professional Knowledge and Diagnostic Activities Be Fostered by Self-Directed Knowledge Acquisition via Texts?

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