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

Tolsdorf, Yannik; Markic, Silvija

doi:10.3390/educsci7040086

Cited by 12 publications

(11 citation statements)

References 50 publications

(51 reference statements)

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“…Both countries assumed success in sensitizing chemistry student teachers to heterogeneity and diversity in chemistry classes, what is recognizable in the reactions of the student teachers in the courses. Similar results about the sensitizing and awareness of pedagogical diagnosis also evident in the parallel (and broader) studies during the development process in Germany (see Tolsdorf & Markic, 2017;Tolsdorf & Markic, in review) and in Finland based on the preliminary results of the present study. Already Haq and Mundia (2012) reported that the individual dimensions must be experienced during the teacher training program.…”

Section: Discussion Conclusion and Future Implicationssupporting

confidence: 90%

“…Examples taken from actual practice are also given to support student teachers' understanding. Before the module (ChemEd 2) starts, the student teachers have almost no knowledge about diagnostic instruments (Tolsdorf & Markic, 2017). For this purpose, we have developed a learning-at-stations module where the different instruments are presented.…”

Section: Methods For Learning About Different Diagnostic Toolsmentioning

confidence: 99%

“…After each semester Likert-type questionnaire, as well as interview with group of student teachers, were collected and analyzed. Furthermore, a questionnaire about student teachers` diagnostic competence was analyzed as well (Tolsdorf & Markic, 2017, 2018.…”

Section: / 14mentioning

confidence: 99%

See 2 more Smart Citations

Learning to Teach at Heterogeneous and Diverse Chemistry Classes - Methods for University Chemistry Teacher Training Courses

Tolsdorf

Kousa

Markic

et al. 2018

EURASIA J MATH SCI T

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Circumstances in school change and teachers constantly face different obstacles. One of these includes dealing with heterogeneity and diversity in chemistry classes. Future chemistry teachers need to be aware of the differences in their classrooms. They must be prepared to diagnose and handle differences in order to obtain the best possible learning outcomes for their students. The present paper presents a cooperative project, which develops and evaluates teacher training modules at the University of Bremen (Germany) and the University of Helsinki (Finland). The seminars are based on a 3-step model which will be described as well. This model focuses on the initial sensitization of student teachers for heterogeneous chemistry classes (first step) and qualifying future teachers to diagnose (second step) and deal with heterogeneity and diversity in chemistry classroom (third step). Examples taken from the courses at both universities will be presented and preliminary evaluation results are given and discussed. First successes of the three steps of qualifying student teachers are recognizable in both countries. The courses in both countries show a short section from the teachers training program for the Bachelor and Master degree. All students attend different school in an internship after or during the courses.

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Section: Discussion Conclusion and Future Implicationssupporting

confidence: 90%

Section: Methods For Learning About Different Diagnostic Toolsmentioning

confidence: 99%

See 1 more Smart Citation

Learning to Teach at Heterogeneous and Diverse Chemistry Classes - Methods for University Chemistry Teacher Training Courses

Tolsdorf

Kousa

Markic

et al. 2018

EURASIA J MATH SCI T

Self Cite

View full text Add to dashboard Cite

show abstract

“…Transforming this idea into the teaching of mathematics, teacher's diagnostic competence could be defined as teachers' ability to interpret students' thinking and reasoning process, to monitor students' progress and difficulties, and to provide appropriate responses to the results of the diagnosis. With respect to diagnostic competence, students have different preconditions therefore teachers need to recognize each student (Tolsdorf & Markic, 2017) and must be able to describe and interpret the individual student's abilities and difficulties.…”

mentioning

confidence: 99%

Diagnosing Students’ Learning Difficulties in the Eyes of Indonesian Mathematics Teachers

Wijaya¹,

Retnawati

Setyaningrum

et al. 2019

J. Math. Educ.

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Teachers’ diagnostic practice on students-difficulties is one of the important steps in designing and managing classroom lessons. The purpose of this study was to explore teachers’ perception and practices regarding diagnosing students’ learning difficulties. The participants of the study were 28 Indonesian mathematics teachers of Junior High School. The data was collected through a Focus Group Discussion and a teacher questionnaire. The data were analyzed qualitatively to describe how the teachers perceive learning difficulties and how the teachers diagnosed students’ learning difficulties. The results of the analysis reveal that the teachers do not yet perform an in-depth diagnosis of students’ difficulties in learning mathematics. The teachers only focus on the mathematics topics and non-mathematical issues, instead of on students’ thinking process. The teachers also do not differentiate the diagnosis, evaluation, and prediction test. With regard to the strategies used by the teachers to diagnose students’ difficulties, analyzing students’ responses to tests was the majority. In this respect, observing students’ learning process during classroom activities is rarely done by the teachers in the purpose of diagnosing students’ learning difficulties. The results of the diagnosis are mainly used as the basis for remedial and drill and practices. The results imply that more support is needed for teachers to improve their competences particularly in diagnosing students’ thinking process difficulties when learning mathematics.

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“…The development needs to be started during the university teacher training program, but very few studies investigate the development of diagnostic competence in the chemistry teachers training program. Tolsdorf and Markic (2017) showed in their cross-level study that student teachers` diagnostic competence differs at different stages of their teacher training program. It is also to see that courses and internship influence their development in different ways.…”

Section: / 13mentioning

confidence: 99%

Development and Changes in Student Teachers´ Knowledge Concerning Diagnostic in Chemistry Teaching - A Longitudinal Case Study

Tolsdorf

Markic

2018

EURASIA J MATH SCI T

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A knowledge about pedagogical diagnosis is important for professional teachers for teaching heterogeneous chemistry classes. For chemistry teachers, the knowledge about their students` perceptions, attitudes, knowledge, previous experience or their interest is crucial for planning lessons. Therefore, the diagnosis is a key component of teachers` knowledge. However, research in this area is still underrepresented. It is clear, that the development of teachers` knowledge about diagnosis in chemistry teaching and learning should be started during the university teacher education program. But, how does this knowledge develop or change during the teacher training program in chemistry education? This paper attempts to investigate this development with a longitudinal interview case study. Two chemistry student teachers participated the study and were interviewed at seven different time points during their teacher education program. The interview and the analysis are based on the definition by Jäger with a focus on the four dimensions of the diagnostic competence: i. Competence Knowledge, ii. Conditional Knowledge, iii. Technological Knowledge and iv. Knowledge of Change. The analysis of the interviews follows documentary method. The results show a different development of student teachers, which allowed a contrasting view of the students. From this, implications for the teacher training will be presented.

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

Cited by 12 publications

References 50 publications

Learning to Teach at Heterogeneous and Diverse Chemistry Classes - Methods for University Chemistry Teacher Training Courses

Learning to Teach at Heterogeneous and Diverse Chemistry Classes - Methods for University Chemistry Teacher Training Courses

Diagnosing Students’ Learning Difficulties in the Eyes of Indonesian Mathematics Teachers

Development and Changes in Student Teachers´ Knowledge Concerning Diagnostic in Chemistry Teaching - A Longitudinal Case Study

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