Diagnostic competence of teachers: A process model that accounts for diagnosing learning behavior tested by means of a case scenario

Klug, Julia; Bruder, Simone; Kelava, Augustin; Spiel, Christiane; Schmitz, Bernhard

doi:10.1016/j.tate.2012.10.004

Cited by 107 publications

(108 citation statements)

References 23 publications

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“…It reveals that heterogeneity in our schools plays an increasingly important role in all school subjects. One possibility for properly dealing with the heterogeneity is diagnostics, which is currently a main field in education research, (e.g., [1][2][3]). …”

Section: Introductionmentioning

confidence: 99%

“…The diagnostic process model presented by Klug and other [2] divides this process into three phases. These phases include the three above questions, among other things.…”

Section: Introductionmentioning

confidence: 99%

“…The last phase is the post-actional phase (see Figure 1). This involves further work such as supporting students to reach specific learning objectives beyond their detected learning level [2]. Heidemeier (2005) [30] mentions that implementation (support) must be re-evaluated to see whether or not learning success has been achieved.…”

Section: Introductionmentioning

confidence: 99%

“…But exactly which knowledge and skillsets do teachers need to possess? In the context of teacher professionalism and diagnosis, the term "diagnostic knowledge" or "diagnostic skills" is most often used (e.g., [2,20,22,31]). Diagnostic competence includes all abilities "to interpret students' growth and their growth using learning strategies" [31] (p. 14).…”

Section: Introductionmentioning

confidence: 99%

“…The three phases of the diagnostic process by Klug et al [2] are described by the first three knowledge domains. These domains are important for teachers in order to integrate diagnosis into teaching in general [20] and into chemistry teaching in particular [11].…”

mentioning

confidence: 99%

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Exploring Chemistry Student Teachers’ Diagnostic Competence—A Qualitative Cross-Level Study

Tolsdorf

Markic

2017

Education Sciences

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Diagnostic competence is an important skill of professional teachers and is a part of Pedagogical Content Knowledge (PCK). Because increasing heterogeneity and diversity characterize our schools, diagnostic competence plays a prominent role in teacher pre-and in-service courses. At our university, two modules are focused on examining student teachers' diagnostic competence in chemistry. The present paper describes a cross-level case study analyzing three groups of student teachers in different phases of their university teacher training program. The study is based on a qualitative research study with a total of 108 participants. The results show both positive and negative developments in teacher trainees' diagnostic competence. They show that attitudes and beliefs about heterogeneity can be changed from a rather negative viewpoint to a more positive one. The results will be presented and discussed below. Suggestions for further development will be given.

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Section: Introductionmentioning

confidence: 99%

“…The diagnostic process model presented by Klug and other [2] divides this process into three phases. These phases include the three above questions, among other things.…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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Exploring Chemistry Student Teachers’ Diagnostic Competence—A Qualitative Cross-Level Study

Tolsdorf

Markic

2017

Education Sciences

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Diagnosing Mathematical Argumentation Skills: A Video-Based Simulation for Pre-Service Teachers

Codreanu

Huber

Reinhold

et al. 2022

Learning to Diagnose With Simulations

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Mathematical argumentations and proofs cause difficulties for secondary school students (Healy and Hoyles, 2000). Teachers’ diagnostic skills are essential for adapting their teaching to students’ specific needs in order to facilitate students’ understanding of proofs (Südkamp and Praetorius, 2017). We developed a video-based simulation to investigate and promote pre-service teachers’ diagnostic skills. Participants encountered a diagnostic task with short, scripted video clips showing simulated students working on a geometry proof with a teacher. Observing student-teacher interactions served as the basis for the pre-service teacher participants’ diagnoses of students’ individual argumentation skills. This simulation is first used to investigate pre-service teachers’ diagnostic performance and the quality of their diagnoses and diagnostic processes. In a second step, the simulation will be expanded into a learning environment to investigate how pre-service teachers’ diagnostic skills can be supported through different kinds of scaffolds.

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Diagnosing 6th Graders’ Understanding of Decimal Fractions: Fostering Mathematics Pre-Service Teachers’ Diagnostic Competences with Simulated One-on-One Interviews

Marczynski

Kaltefleiter

Siebeck

et al. 2022

Learning to Diagnose With Simulations

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One-on-one diagnostic interviews with school students have been proposed as learning opportunities to acquire diagnostic competences. Moreover, role-play-based simulations have proved promising to foster interactive competences similar to diagnosis during early phases of teacher and medical education. Thus, we developed a role-play-based simulation of diagnostic interviews on the topic of decimal fractions for mathematics pre-service teachers. During the role-play, participants either take on the role of a sixth grader, a teacher interviewing a sixth grader, or an observer watching the interview. Based on cognitive labs addressing criteria such as authenticity and immersion in the teacher’s diagnostic task in the role-play, we analyze the feasibility of the chosen simulation approach to measure and foster mathematics pre-service teachers’ diagnostic competences.

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Diagnostic competence of teachers: A process model that accounts for diagnosing learning behavior tested by means of a case scenario

Cited by 107 publications

References 23 publications

Exploring Chemistry Student Teachers’ Diagnostic Competence—A Qualitative Cross-Level Study

Exploring Chemistry Student Teachers’ Diagnostic Competence—A Qualitative Cross-Level Study

Diagnosing Mathematical Argumentation Skills: A Video-Based Simulation for Pre-Service Teachers

Diagnosing 6th Graders’ Understanding of Decimal Fractions: Fostering Mathematics Pre-Service Teachers’ Diagnostic Competences with Simulated One-on-One Interviews

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