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Framework For Developing Preservice Teachers’ Diagnostic Math Teaching Competence
Mon, October 27, 4:30 to 5:30pm, Penn Stater Conference Center, Floor: Main Level, Deans HallDescription
This study refines an existing framework to propose a seven-stage model for developing preservice teachers’ diagnostic teaching competence. Using latent content analysis of instructional plans, the study examines how preservice teachers engage in structured diagnostic processes, including identifying errors, interpreting student thinking, and aligning instructional responses. Results show that preservice teachers demonstrate stronger diagnostic decision-making when using the structured framework.