Disentangling Preservice Teachers' Diagnostic Judgment Criteria

• In Event: Studying and Improving Math Teacher Preparation

Abstract

Judgments are part of teachers’ daily practice and crucial for students’ educational career. In study 1, we examined on what criteria pre-service teachers (PSTs) build such judgments. 110 PSTs were asked to judge a student solution and to justify their judgments. We identified categories of diagnostic judgment criteria through analyses of open responses. In study 2, we scrutinized the structure of the construct. Based on the most typical statements of each identified category, items were constructed and submitted to two samples of PSTs at the end (N=168) and the beginning (N=209) of a teacher education program. The results of confirmatory factor analysis revealed a three-dimensional structure of the construct. PSTs use conceptual, procedural/presentation and motivational foci when judging students’ products.

Authors

• Christin Laschke, Leibniz Institute for Science and Mathematics Education

• Bettina Roesken-Winter, Humboldt-Universität Berlin