Beyond subject specificity - student and teacher thinking as sources of specificity in teacher diagnostic judgments.

Autor/inn/en	Leuders, Timo; Loibl, Katharina
Titel	Beyond subject specificity - student and teacher thinking as sources of specificity in teacher diagnostic judgments.
Quelle	In: RISTAL : Research in Subject-matter Teaching and Learning, 4 (2021) 1, S. 60-70Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2616-7697
Schlagwörter	Kognitive Struktur; Beurteilungsbogen; Diagnose; Lehrerforschung; Diagnose; Unterricht; Kognitives Lernen; Lehrertraining; Schülerperspektive; Kognitives Lernen; Themenzentrierter Unterricht; Unterricht; Beurteilungsgespräch; Fachspezifik
Abstract	Teachers' diagnostic judgments are considered highly relevant for good teaching and successful learning. A question regularly asked is: Which aspects of diagnostic judgments are generic and which aspects are specific for a subject or even a topic within that subject? Several sources of specificity have to be considered in diagnostic judgment processes. In order to analyze systematically the aspect of specificity in research on diagnostic judgments, we propose a framework of diagnostic judgments, which explicates relevant components of thinking and behavior on the level of the student and the teacher. We use this framework to discuss systematically the question of content specificity. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2022/1