Journalartikel

Jahr der Veröffentlichung: 2015

Seiten: 738-758

Zeitschrift: Zeitschrift für Pädagogik

Bandnummer: 61

Heftnummer: 5

ISSN: 0044-3247

Verlag: Beltz Juventa

Abstract: 
Diagnostic competence is considered an essential element of the professionalism of teachers (among others Artel & Grasel, 2009; Jager, 2009; Brunner et al., 2011) and is explicitly listed in the competence descriptions for both the first and the second phase of teacher training. Despite or possibly precisely because of the increase in research projects on diagnostic competence (Schrader, 2013), we find rather divergent assumptions as to what is comprised by diagnostics; and coupled with this, diagnostic competence of teachers is modelled in different ways. Following a survey on the state of the art in research, four different forms of diagnostics are identified status diagnostics, process diagnostics, change diagnostics, and progress diagnostics and it is discussed in what way current issues of competence research may profit from this differentiation. It is emphasized that the four different forms of diagnostics allow for a differentiated view on results and processes of acting, thinking, and learning. Furthermore, on the basis of the above, skills are deduced which a modelling of the diagnostic competence of teachers should refer to. By way of example, standards are defined and possible output for both research and teacher training is discussed.

Harvard-Zitierstil: von Aufschnaiter, C., Cappell, J., Duebbelde, G., Ennemoser, M., Mayer, J., Stiensmeier-Pelster, J., et al. (2015) Diagnostic Competence Theoretical considerations concerning a central construct of teacher education, Zeitschrift für Pädagogik, 61(5), pp. 738-758

APA-Zitierstil: von Aufschnaiter, C., Cappell, J., Duebbelde, G., Ennemoser, M., Mayer, J., Stiensmeier-Pelster, J., Straesser, R., & Wolgast, A. (2015). Diagnostic Competence Theoretical considerations concerning a central construct of teacher education. Zeitschrift für Pädagogik. 61(5), 738-758.