Analyzing Dimensions and Components of Student Teachers' Diagnostic Competencies by Means of the Simulated Classroom (Poster 7)

• In Event: AERA Poster Session One
  In Poster Session: Cognitive and Motivational Processes: Poster Session One

Abstract

The pedagogical-psychological construct of diagnostic competence has a substantial relevance and a high impact on the quality of teaching and learning. However, teachers diagnostic competencies are difficult to measure in a scientific manner. Using the Simulated ClassRoom (SCR), a digital tool simulating teacher-student-communication, a particularly objective and authentic assessment of teachers diagnostic competencies becomes possible. By means of a SCR we raise the research question: To what extent do diagnostic competencies of chemistry students teachers (N=59) vary at different points of their continuous-professional-development. To answer this question we focus on the participants’ person-based and their task-specific judgements and on three most relevant diagnostic components (rank, level and differentiation component). Our research is aiming at identifying approaches to improve teacher education.

Authors

• Sascha Wittchen, Freie Universität Berlin
  Presenting Author

• Claus F. Bolte, Freie Universität Berlin
  Non-Presenting Author

• Nils Machts, University of Kiel
  Non-Presenting Author