Diagnostic competence of primary school mathematics teachers during classroom situations

被引：37
|
作者：
Hoth J. [1 ]
Döhrmann M. [1 ]
Kaiser G. [2 ]
Busse A. [2 ]
König J. [3 ]
Blömeke S. [4 ]
机构：
[1] Department 2, Universität Vechta, Driverstraße 22, Vechta
[2] Fakultät für Erziehungswissenschaft, Universität Hamburg, Von-Melle-Park 8, Hamburg
[3] Universität zu Köln, Gronewaldstr. 2, Cologne
[4] Centre for Educational Measurement (CEMO), University of Oslo, Gaustadalleen 30, Oslo
来源：
ZDM | 2016年 / 48卷 / 1-2期
关键词：
Diagnostic competence; Teachers’ professional competence; Video-based test instruments;
D O I：
10.1007/s11858-016-0759-y
中图分类号：
学科分类号：
摘要：
One of the main challenges for teachers during teaching in class is the diagnosis of students’ learning and thinking processes. For this purpose, teachers must perceive relevant information, they need to interpret this information and finally, they need to respond and select suitable opportunities to learn. In this paper, diagnostic processes in classroom situations are analyzed on the basis of a video test that was used in a follow-up study of the Teacher Education Development the so-called TEDS-FU Study dealing with early career primary teachers. The results point out that teachers cope with diagnostic tasks during teaching very differently. Varying perspectives in perceiving and solving diagnostic situations can be reconstructed such as a content-related mathematical perspective on the one hand and a student-related, more pedagogical perspective on the other hand. © 2016, FIZ Karlsruhe.
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页码：41 / 53
页数：12
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