Can teachers’ diagnostic competence be fostered through training and the use of a diary?

Published on Dec 14, 2016in Journal for educational research online
Julia Klug10
Estimated H-index: 10
(University of Vienna),
Mara Gerich5
Estimated H-index: 5
(Technische Universität Darmstadt),
Bernhard Schmitz23
Estimated H-index: 23
(Technische Universität Darmstadt)
Sources
Abstract
Diagnostizieren zahlt zu den zentralsten Kompetenzen von Lehrkraften. Bisher wurde die diagnostische Kompetenz meist als Urteilsgenauigkeit operationalisiert. Kurzlich wurde ein Prozessmodell entwickelt und empirisch uberpruft, das den Diagnoseprozess beschreibt, den Lehrkrafte zum Ziel der Diagnostik und Forderung durchlaufen. Es konnte gezeigt werden, dass es noch grosen Forderbedarf gibt. Zum Ziel der Forderung nahmen 47 Gymnasiallehrkrafte an der vorliegenden Studie teil, die drei quasi-experimentellen Bedingungen zugeteilt waren: Einer Wartekontrollgruppe ( n = 17), die nicht am Trainingsprogramm, aber wie die anderen beiden Gruppen auch am Pra- und Posttest teilnahm, Versuchsgruppe 1 ( n = 15), die das Trainingsprogramm bekam und Versuchsgruppe 2 ( n = 15), die zusatzlich uber vier Wochen halbstandardisierte Tagebucher bearbeitete, um die Umsetzung ihrer diagnostischen Handlungen im Unterricht zu uberwachen. Zur Evaluation wurden sowohl Pra-Post- als auch Zeitreihenanalysen durchgefuhrt. Die Ergebnisse zeigen, dass durch das Trainingsprogram insbesondere die Kompetenzen von Lehrkraften vor und wahrend des Diagnostizierens gesteigert werden konnten. Das Tagebuch erwies sich als hilfreiches Instrument um den Transfer in den Unterricht zu messen. Allerdings zeigte sich kein zusatzlicher Interventionseffekt, der uber den des Trainingsprogramms hinausgeht. Trainingsprogramms und Tagebuch konnen als hilfreiche Tools in der Lehrkrafteaus- und -weiterbildung verwendet werden.
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