Which Variables Predict Teachers Diagnostic Competence When Diagnosing Students' Learning Behavior at Different Stages of a Teacher's Career?

Autor/inn/en	Klug, Julia; Bruder, Simone; Schmitz, Bernhard
Titel	Which Variables Predict Teachers Diagnostic Competence When Diagnosing Students' Learning Behavior at Different Stages of a Teacher's Career?
Quelle	In: Teachers and Teaching: Theory and Practice, 22 (2016) 4, S.461-484 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2015.1082729
Schlagwörter	Predictor Variables; Competence; Student Behavior; Teacher Attitudes; Teacher Education; Teacher Education Programs; Foreign Countries; Statistical Analysis; Teacher Effectiveness; Questionnaires; Teaching (Occupation); Teacher Motivation; Reflection; Teaching Experience; Preservice Teachers; On the Job Training; Correlation; Teacher Competencies; Student Teachers; Academic Achievement; Preservice Teacher Education; Likert Scales; Germany + Suchen Sie Ihr Suchwort? Prädiktor; Kompetenz; Student behaviour; Schülerverhalten; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Ausland; Statistische Analyse; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Fragebogen; Teaching; Lehrberuf; Training-on-the-Job; Korrelation; Lehrkunst; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Schulleistung; Lehramtsstudiengang; Likert-Skala; Deutschland
Abstract	Diagnosing is one of teachers' key competences. Lately, a new model of teachers' diagnostic competence and therewith a new measurement method focusing on diagnosing students' learning behavior in an interdisciplinary approach have been developed. They can build a basis for promoting teachers' diagnostic competence. However, some questions relevant to promoting teachers' diagnostic competence concerning students' learning behavior still remain unanswered: Which values do teachers-on-the-job in contrast to preservice teachers with or without teaching experience gain through experience and which are the relevant variables that lead to a high level of diagnostic competence focused on learning behavior? Thus, this study aims at enlightening these issues. In a sample of 293 participants (93 German grammar school teachers, 107 German teacher students in their second phase of teacher education, and 93 German preservice students in their first phase of teacher education), teachers' diagnostic competence concerning learning behavior as well as teachers' motivation, attitude, self-efficacy, knowledge, and reflection on experience concerning diagnosing was measured. Motivation, attitude, and knowledge were found to be substantial positive predictors of diagnostic competence concerning learning behavior, with differentiated predictions for teachers' experience. Reflection on experience and self-efficacy unexpectedly was not found to be relevant. Teachers-on-the-job were generally better at diagnosing their students' learning behavior than were preservice teachers without teaching experience. However, the diagnostic work of preservice teachers with teaching experience was as credible as that of the in-service teachers. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01