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Training teachers' diagnostic competence with problem-based learning: A pilot and replication study
... They are used for research on teachers' competence, either as experimental material (e.g. Bohl et al., 2016;Glock et al., 2013;Wedel et al., 2019) or as (part of) measurement instruments (e.g. Klug et al., 2013;Kunter et al., 2017). ...
... Currently, there is no empirical data on pre-service teachers' cognitive modeling skills. Several intervention studies show that working with text-based cases increases pre-service teachers' interpretation and reasoning skills (Chernikova et al., 2019;Wedel et al., 2019), and that these skills are often related to more elaborate cognitive models (Calvo et al., 2006). Still, a deeper understanding of how text characteristics affect cognitive modeling is hard to gain, as the text-based cases are designed differently in every study. ...
... Still, a deeper understanding of how text characteristics affect cognitive modeling is hard to gain, as the text-based cases are designed differently in every study. Syring et al. (2016) used narratively enriched transcripts of classroom videos, other studies used narrative descriptions of classroom situations (Heitzmann et al., 2017;Kiel et al., 2014), or narrative descriptions with additional diagnostic material (Wedel et al., 2019). Thus, we do not know, to what extent intervention effects depend on the design of the text-based cases and whether the design has a causal influence on the degree of elaboration, in which pre-service teachers build up cognitive models from such cases. ...
In teacher education, case-based learning is an efficient method to foster pre-service teachers’ diagnostic competence. To adaptively utilize text-based cases, knowledge about the effect of text characteristics is needed, but still scarce. The present study focuses on the effects of two text characteristics – text style and text subject – and on the effect of empathy on the accuracy of case-based cognitive models. This was examined with an experimental design, in which 391 pre-service teachers read a case in either psycho-narrative or externally focalized style (text style) about test anxiety or dyscalculia (text subject). Afterwards, state-empathy was measured by self-report and cognitive models were assessed with a recognition and verification test. Regression analyses showed no main effects of text characteristics, but moderation effects for text style and affective state-empathy. Implications are drawn for adaptively designing text-based cases and for possible mechanisms of how empathy is involved in diagnostic judgement formation.
... They claimed, PBL causes this contradictory outcome. Therefore, it is hypothesised, PBL alone will not nurture positive attitude towards science, but has affected students' psychology and demotivate students (Wedel et al., 2019). ...
... For students to actively pursue these objectives, they must firmly believe that their efforts and the control they exert over their actions significantly impact their achievement strivings (Griffin et al., 1983;. Students with positive attitudes possess the necessary motivation and commitment to effectively engage in tasks, such as science learning through the Project-Based Learning (PBL) method (Wedel et al., 2019). These favourable attitudes can be traced back to their persistent behaviour. ...
... In this learning model, the teacher is a facilitator, giving students instructions and guidance. On the other hand, students complete all stages of PBL learning to solve problems [10,11]. ...
... In addition, it makes it easier for students to conduct investigations and inquiries. In the Discovery Learning model, students must have the readiness, ability, and courage to know their surroundings better [10]. Therefore, students with low initiative are unsuitable if using the Discovery Learning model. ...
... This methodology emerges in response to pedagogical changes in higher education, aimed at fostering active learning [23,39], aligning with labor market demands that call for a learning approach to enhance necessary skills and competencies in the workplace [3]. In this context, the problem-based learning (PBL) methodology, which is based on cognitive approaches [28], focuses on the identification of contextualized problems that allow students to enhance their knowledge by generating effective solutions [32]. ...
Recently, the growing demand for computational fluid dynamics (CFD) skills in industry has highlighted the importance of their incorporation into university academic programs at both the undergraduate and graduate levels. However, many academic programs treat CFD tools as a "black box" in which users simply enter data without fully understanding the inner workings of the software or its application in real-world situations. Therefore, in the context of a civil engineering program in Chile, a novel approach combining problem-based learning (PBL) with CFD was introduced into the curriculum of a fluid mechanics course to foster crucial competencies. This comprehensive methodology allows students to acquire fundamental theoretical knowledge that is directly related to specific problems in the classroom. Subsequently, students measure relevant variables in the laboratory, ultimately using these data to build computational models for comparing and contrasting reality with simulations. To gauge the effectiveness and impact of this PBL strategy, both quantitative analysis of student performance and qualitative analysis through surveys were conducted. The results reveal a significant improvement in student performance with the implementation of the PBL methodology, alongside a positive perception among students regarding its implementation. This underscores its benefits for learning, motivation, and academic performance. Additionally, the implementation of PBL was found to enhance both theoretical and practical understanding of concepts related to fluid dynamics and CFD simulation.
... A. La gamificación en el proceso de enseñanzaaprendizaje de la ingeniería Uno de los principales retos que la pedagogía enfrenta es generar estrategias que posibiliten un mayor impacto en el aprendizaje desde la educación superior [15], considerando que el mercado laboral actual busca profesionales que sean flexibles a los cambios y presenten una disposición para adquirir o potenciar las habilidades y competencias asociadas a la resolución de situaciones problemáticas. Esto puede lograrse a través de la disposición de ambientes educativos que demanden una alta participación por parte de los estudiantes [16] y puedan motivar el interés investigativo sobre temáticas particulares del área; dicho interés puede verse estimulado al implementarse la gamificación como una herramienta de aprendizaje para la realización de tareas de una forma agradable y con información clara y estructurada sobre el procedimiento que debe seguirse para ganar un juego [17]. ...
La enseñanza y aprendizaje de la Ingeniería Industrial requiere la constante reinvención de estrategias y métodos para el aprendizaje efectivo de los conceptos teóricos y prácticos, lo que incluye pensar en métodos lúdicos que permitan generar interés a través del espíritu competitivo e investigativo de los estudiantes. Este artículo, presenta una lúdica enfocada en construir el concepto de productividad con base en la comparación de dos de los sistemas productivos más conocidos en la industria como lo los sistemas Flow shop y Job shop. Con esta lúdica, se ha logrado demostrar que los jugadores no solo comprenden la definición de productividad, sino que aprenden sobre las ventajas y desventajas de cada tipo de sistema de producción de forma efectiva.
... Applying the PBL model arises from the concept that students will be better able to explore their critical thinking ability if they are actively involved in solving a problem related to a subject (Bosica et al., 2021;Wedel et al., 2019). This learning model is a learning process that prioritizes students' ability to analyze learning material independently using real problems to face so that students can think critically (Ali-Abadi et al., 2020;Din, 2020). ...
Limited students' critical thinking skills in learning can be strengthened by using augmented reality technology applications. The main objective of this research is to analyze the problem-based learning model with integrated augmented reality educational games in improving students' critical thinking abilities. This quasi-experimental research used a nonequivalent control group design. The research sample consisted of 60 students from SD Muhammadiyah 09 Surabaya who were selected using purposive sampling. Data was collected by observing the implementation of learning and testing students' critical thinking levels. The data obtained in the research was processed statistically based on research obtained with a significant value of 0.000 < 0.05, confirming that Ho was rejected and H1 was accepted. Thus, the probability value is 0.000 < 0.05, so all coefficients have meaning. Applying the PBL model with integrated augmented reality educational games on critical thinking skills has a significant effect. From the ANOVA test or F-test, Fcount was 45,348 with a significance level of 0.000. This probability is smaller than 0.05, so the learning model to predict the level of participation in learning with a problem-based learning model through educational games integrated with augmented reality influences students' critical thinking skills.
... Also, to prove the efficiency of research-based learning, the pre-and-post survey results were compared and analyzed using the Shapiro Wilk normality test. All the tests showed p > 0.05, implying that the samples were normally distributed [12]. Then, paired-sample t-tests were conducted comparing the students' perceived learning outcomes to identify significant statistical differences [13,14]. ...
The development of research abilities is a necessary competency for students of Engineering and Science. Regardless of the engineering field of interest, the development of global competencies influences their professional performance. In the present work, we describe the impact, from the students' perception, of the early approach in research activities that involves critical thinking, innovation, problem-solving, self-direction, leading, and written communication abilities. To introduce the students to Research-Based Learning (RBL), we asked them to develop a solution to a problem presented in a first-semester science class in a university focused on developing technical and transversal competencies. This work proposes a teaching methodology based on RBL, which includes the appropriate use of search tools, data analysis, and writing skills, taking advantage of the institution's resources. Simultaneously, we looked for an effective research methodology to build a solid theoretical framework relevant to their experimental results. Moreover, we aimed to link the theoretical course contents to the student's engineering field through RBL activities. The sample under study had 98 students taking an experimental physics and statistical analysis course; 49 in an experimental group (class) were guided using RBL, and the other students were in the control group. The evaluation of the learning outcomes was carried out comparing the pre-and-post surveys, using a 5-point Likert scale (ranging from strongly disagree to strongly agree). The statistical analysis of the experimental guided group results showed an increase in critical thinking, innovation, problem-solving, and self-direction compared to the control group students. However, the leadership competency did not show any improvement in both groups. We concluded that implementing the RBL methodology for students in the early stages of engineering education promoted and reinforced the development of technical and transversal competencies.
... Chernikova et al. [7] found through a meta-analysis of empirical studies that the most appropriate means to facilitate the development of diagnostic skills of student teachers is to solve problems independently of their level of knowledge. The strategy also has a positive impact on their knowledge and self-conception [8]. ...
Professional reflection, as evidenced by research (Fazio, 2009; Satková, 2020), is generally considered one of the tools for the professional and personal growth of teachers. Through it, they carry out an analysis of professional knowledge, skills, attitudes and emotions. The fact is that the mentioned entities form the professional competences of teachers. It is mentor teachers, whose cardinal task is to facilitate the entry into and understanding of school practice by student teachers, who should demonstrate advanced professional skills and present to beginning teachers how to develop them also with the help of professional reflection. Diagnostic competence is particularly important, since the optimization of the educational process is mainly achieved by getting to know the needs of students and teachers. The aim of the paper was therefore to present the results of the analysis of the relationship between the implementation of professional reflection frequency (how often teachers deliberate/think about selected aspects of teaching; higher scores represents a higher frequency) and the difficulty of applying the diagnostic competence of mentor teachers (what level of difficulty they feel when implementing selected diagnostic activities; higher scores represented lower difficulty). A short version of the scale questionnaire Professional reflection types (Novocký & Orosová, 2019) was used to monitor the implementation of professional reflection frequency and a scale questionnaire of own provenance was used to map the difficulty of applying diagnostic competence. The first research tool consisted of items that related to the work of mentor teachers with regard to student teachers, and the second research tool was created on the basis of the professional standard of lower and upper secondary education teachers, selecting diagnostic activities in its three dimensions (student, educational process, professional development). Both instruments were undergone to exploratory (principal axis method, promax rotation) and confirmatory factor analysis (very good values of fit indices CFI, TLI, RMSEA, SRMR, GFI), resulting in a unidimensional solution. They showed optimal internal consistency, which we determined by calculating the value of Cronbach's alpha. 108 mentor teachers cooperating with UPJŠ in Košice took part in the research. Their average age was 49.56 years (SD = 8.68) and respondents with more than 21 years of experience had the highest representation in the research group. We did not identify a positive or negative statistically significant relationship between the mentioned constructs (r = 0.172; p = 0.074). Partial analyzes have shown that only the variable of completing training aimed at developing diagnostic competence caused a statistically significant change in the score for the difficulty of applying the diagnostic competence of mentor teachers (higher scores in favor of those who completed this training). These findings lead us to the conclusion that the professional reflection of mentor teachers does not seem to have an impact on the difficulty of applying diagnostic competence, however, in similar researches we advise to take into account its nature (intentional or unintentional) and the specification to the field of continuous education.
... PBL bertujuan meningkatkan kemampuan berpikir kreatif, kemampuan memecahkan masalah, dan hasil belajar siswa (Khoiriyah & Husamah, 2018) (Widiawati et al., 2018) (Seibert, 2021 (Moust et al., 2021). PBL merupakan pembelajaran konstruktivis yang berpotensi untuk meningkatkan keterampilan proses sains siswa (Wedel et al., 2019). Implementasi PBL telah mengungkapkan banyak keuntungan namun, eksplorasi gratis dari lingkungan yang sangat kompleks dapat menghasilkan beban kerja yang lebih berat (Duda et al., 2019). ...
The problem of mastering learning materials is a teacher's struggle. The selection of the correct method can affect good learning outcomes. However, the learning method does not affect students' mastery of the material. This paper will review the PBL method in the gospel of Matthew 14:21. That is, the reader can see the technique of Jesus in providing a learning process for the disciples. The method used is descriptive qualitative. The writer found that the students were able to identify the problem. The problem the students found was a lack of food. So the solution offered by students is to buy food in the city. However, another problem that arises is the availability of budget and food. However, Jesus asked what they had. There were only five loaves of bread and two fish. Jesus showed that even though the potential is minimal, it will achieve the desired goal if maximised. The students are studying in a problematic situation; there is still a way out. After the learning was evaluated, it was found that the students were successful in the learning process.
... However, video-based instruments are also considered promising for assessing teachers' diagnostic competences within a situated context, and thus, for measuring their diagnostic activities and diagnostic accuracy [2,6]. Investigation and training of diagnostic competences within learning environments have often been student-or interaction-based [68]. Diagnostic tasks within video-based instruments referred mostly to the diagnosis of teacher-student interaction on mathematical content (e.g., [6,40,57]), or students' thinking (e.g., [37]), but diagnostic contexts regarding the assessment of the instructional behavior of the teacher with regard to features indicating instructional quality that impact learning have rarely been applied. ...
Teachers’ diagnostic competences are essential with respect to student achievement, classroom assessment, and instructional quality. Important components of diagnostic competences are teachers’ professional knowledge including content knowledge (CK), pedagogical knowledge (PK), and pedagogical content knowledge (PCK), their diagnostic activities as a specification of situation-specific skills, and diagnostic accuracy. Accuracy is determined by comparing a teacher’s observation of classroom incidents with subject-specific challenges to be identified from scripted instructional situations. To approximate diagnostic situations close to real-life, the assessment of science teachers’ diagnostic competences requires a situated context that was provided through videotaped classroom situations in this study. We investigated the relationship between professional knowledge (PCK, CK, PK) of 186 pre-service biology teachers, their diagnostic activities, and diagnostic accuracy measured with the video-based assessment tool DiKoBi Assess. Results of path analyses utilizing Rasch measures showed that both PCK and PK were statistically significantly related to pre-service teachers’ diagnostic activities. Additionally, biology teachers’ PCK was positively related to diagnostic accuracy. Considering higher effect sizes of PCK compared to PK, the findings support previous findings indicating the importance of PCK, thus demonstrating its importance in the context of subject-specific diagnosis as well.
... Also, to prove the efficiency of research-based learning, the pre-and-post survey results were compared and analyzed using the Shapiro Wilk normality test. All the tests showed p > 0.05, implying that the samples were normally distributed [12]. Then, paired-sample t-tests were conducted comparing the students' perceived learning outcomes to identify significant statistical differences [13,14]. ...
The development of research abilities is a necessary competency for students of Engineering and Science. Regardless of the engineering field of interest, the development of global competencies influences their professional performance. In the present work, we describe the impact, from the students' perception, of the early approach in research activities that involves critical thinking, innovation, problem-solving, self-direction, leading, and written communication abilities. To introduce the students to Research-Based Learning (RBL), we asked them to develop a solution to a problem presented in a first-semester science class in a university focused on developing technical and transversal competencies. This work proposes a teaching methodology based on RBL, which includes the appropriate use of search tools, data analysis, and writing skills, taking advantage of the institution's resources. Simultaneously, we looked for an effective research methodology to build a solid theoretical framework relevant to their experimental results. Moreover, we aimed to link the theoretical course contents to the student's engineering field through RBL activities. The sample under study had 98 students taking an experimental physics and statistical analysis course; 49 in an experimental group (class) were guided using RBL, and the other students were in the control group. The evaluation of the learning outcomes was carried out comparing the pre-and-post surveys, using a 5-point Likert scale (ranging from strongly disagree to strongly agree). The statistical analysis of the experimental guided group results showed an increase in critical thinking, innovation, problem-solving, and self-direction compared to the control group students. However, the leadership competency did not show any improvement in both groups. We concluded that implementing the RBL methodology for students in the early stages of engineering education promoted and reinforced the development of technical and transversal competencies
... Derartige Daten können allerdings auch Rückschlüsse auf eine zugrundeliegende Diagnosekompetenz liefern (Herppich et al. 2017). In der pädagogischen wie fachdidaktischen Literatur finden sich viele Studien, die von einer Diagnosekompetenz ausgehen und diese mehr oder weniger explizit beschreiben (Abs 2007;von Aufschnaiter et al. 2015;Dannemann et al. 2018;Heinrichs 2015;Heitzmann et al. 2019;Herppich et al. 2017;Hofman und Roth 2018;Rath 2017;Wedel et al. 2019). Ein vielversprechendes Modell zur Beschreibung von Kompetenzen im Rahmen der Lehrkräftebildung ist das competence-ascontinuum-Modell von Blömeke et al. (2015). ...
Zusammenfassung
In den naturwissenschaftlichen Fächern ist die Diagnose von individuellen Lernendenvorstellungen aufgrund ihrer Bedeutung für Lehr-Lernprozesse ein zentrales Element der Lehrkräfteprofessionalisierung. In vielen Modellierungen zum Professionswissen von Lehrkräften finden sich daher Elemente zum Umgang mit Lernendenvorstellungen. Zusätzlich existieren für einzelne naturwissenschaftliche Fächer erste ausführliche Beschreibungen der inhaltlichen und methodischen Güte von diagnostischen Fähigkeiten. Gleichzeitig zeigen einige Studien, dass angehende Lehrkräfte verschiedenste Schwierigkeiten mit einer Durchführung einer formellen Diagnose von Lernendenvorstellungen haben. Wenige Erkenntnisse existieren bislang in Bezug auf die Entwicklung derartiger diagnostischer Fähigkeiten. Erste Studien deuten außerdem darauf hin, dass sich (angehende) Lehrkräfte häufiger einer eher hindernisorientierten Perspektive hinsichtlich Lernendenvorstellungen zuordnen lassen. Über das Ausmaß des Einflusses einer solchen Perspektive auf die Diagnose von Lernendenvorstellungen ist bislang ebenfalls wenig bekannt.
Ausgehend von diesen beiden Desideraten hat dieser Beitrag daher zwei primäre Ziele: Erstens sollen Entwicklungsprozesse angehender Chemielehrkräfte hinsichtlich der Diagnose von Lernendenvorstellungen erforscht werden. Zweitens steht die Ermittlung des Einflusses individueller Vorstellungen über Lernendenvorstellungen u. a. auf die Diagnose im Fokus. Hierfür wurden sieben Bachelorstudierende (gymnasiales Lehramt Chemie) in drei Gruppen über den Zeitraum eines Semesters bei der Bearbeitung von drei unterschiedlichen Fallbeispielen videografiert. Zusätzlich wurden die erstellten schriftlichen Diagnosen eingesammelt. Die qualitativ inhaltsanalytische Auswertung der Daten zeigt, dass die Studierenden sich lediglich partiell in ihren diagnostischen Fähigkeiten entwickeln. Als eine mögliche Erklärung hierfür werden die Vorstellungen der angehenden Lehrkräfte über Lernendenvorstellungen diskutiert. Ausblickend werden Implikationen für die universitäre Lehrkräftebildung abgeleitet.
... Teacher's pedagogical ability to teach must be based on self-awareness and behavior that is not tainted by bad things. In teaching, teachers are required to have a spirit of independence in order to give birth to teaching creativity so that students have creativity and reliable thinking skills (Wedel, Müller, Pfetsch, & Ittel, 2019). ...
Studies on professional madrasah teachers have been widely explored, but its development from the religious aspect is still limited, while professional teachers are needed in the development of quality madrasah education. This research focused on developing professional teacher of Madrasah Aliyah by strengthening Islamic behavior and Islamic psychosocial. Using ex post facto research design and involving 397 Madrasah Aliyah teachers in 12 regencies/cities of Riau Province, Indonesia. A questionnaires were made to measure Islamic behavior and Islamic psychosocial and tests to measure professional madrasah teachers. The data were analyzed using inferential statistics. The findings of this research revealed that mastery of Islamic behavior and Islamic psychosocial contributes to developing professional madrasah teachers in carrying out teaching profession. Islamic behavior and Islamic psychosocial, specifically, is predicted to improve professional madrasah teachers. However, Islamic behavior has a higher contribution than Islamic psychosocial. This study concludes that professional madrasah teachers can be developed significantly by strengthening Islamic behavior and Islamic psychosocial in madrasah teachers. This research contributes to the Director General of Islamic Education of the Ministry of Religion of the Republic of Indonesia in taking the policy to develop professional madrasah teachers in Indonesia and design lecture materials for prospective madrasah teachers.
In teacher education, case-based learning with text-based cases is an efficient method to foster pre-service teachers’ diagnostic competence. To adaptively utilize text-based cases, knowledge about effects of text characteristics and empathy on processing text-based diagnostic information is needed, but still scarce. Our study focuses on effects of two text characteristics, text style and text subject, and of empathy on the accuracy of case-based cognitive models. We examined this experimentally. 391 pre-service teachers read a case in psycho-narrative or externally focalised style (text style) about test anxiety or dyscalculia (text subject). We measured self-reported state- and trait-empathy and assessed cognitive models with a recognition and verification test. Regression analyses showed no main effects of text characteristics, trait- and state-empathy, but moderation effects of text style and affective (but not cognitive) state-empathy. We draw implications for adaptively designing text-based cases and possible mechanisms of how empathy is involved in diagnostic judgement formation.
El aprendizaje basado en problemas (ABP) es una estrategia didáctica orientada al enfoque por competencias dentro de las teorías constructivistas. El ABP genera en el estudiante un proceso de aprendizaje colaborativo, autoaprendizaje y aprendizaje significativo a partir de una situación problema contextualizada. Este tipo de metodología surge como respuesta de apoyo al proceso del cambio pedagógico que se da bajo el enfoque por competencias en la educación superior para generar un aprendizaje activo en los estudiantes. En este trabajo se desarrolló una metodología de cinco fases (identificación de situación problema, organización del trabajo para el aprendizaje colaborativo, seguimiento y apoyo al autoaprendizaje, construcción de soluciones aplicadas, y evaluaciones y retroalimentaciones) para aplicar el ABP en el curso de Gestión de Cadenas de Suministro dentro del programa de Ingeniería Industrial de la Corporación Universitaria del Caribe CECAR. Se realizó una revisión sistemática de literatura que identifica la baja tasa de aplicación de la metodología en la ingeniería industrial. Para la aplicación de la estrategia, se tomaron como base tres problemas contextualizados asociados a empresas de los sectores económicos que tienen mayor influencia en la generación del Producto Interno Bruto (PIB) de la región. El impacto académico en un total de cuatro grupos fue evaluado. Adicionalmente, se alcanzaron las competencias, los desempeños y los productos esperados en los cursos, obteniendo así una gran aceptación y eficiencia en la aplicación del ABP.
Research on people's confidence in their general knowledge has to date produced two fairly stable effects, many inconsistent results, and no comprehensive theory. We propose such a comprehensive framework, the theory of probabilistic mental models (PMM theory). The theory (a) explains both the overconfidence effect (mean confidence is higher than percentage of answers correct) and the hard–easy effect (overconfidence increases with item difficulty) reported in the literature and (b) predicts conditions under which both effects appear, disappear, or invert. In addition, (c) it predicts a new phenomenon, the confidence–frequency effect, a systematic difference between a judgment of confidence in a single event (i.e., that any given answer is correct) and a judgment of the frequency of correct answers in the long run. Two experiments are reported that support PMM theory by confirming these predictions, and several apparent anomalies reported in the literature are explained and integrated into the present framework.
Die Diagnosefähigkeit von Lehrpersonen umfasst neben der Beurteilungsgüte vor allem die Fähigkeit, Diagnosen didaktisch adaptiv zu nutzen und lernfördernde Rückmeldungen daraus abzuleiten. Wie sich diagnostische Fähigkeiten bei angehenden Lehrpersonen und im Berufsalltag entwickeln, ist noch weitgehend unerforscht. Die vorliegende Längsschnittstudie mit PH-Studierenden untersucht die diagnostischen Fähigkeiten bezüglich formaler und inhaltlicher Aspekte im Fach Deutsch und diskutiert sie kritisch. Als Beurteilungsmaterial dienten videografierte Reportagen von Schülerinnen und Schülern sowie deren Vorbereitungsnotizen. Es konnte gezeigt werden, dass die Studierenden im Laufe der Ausbildung lernen, den Lernstand von Schülerinnen und Schülern differenzierter zu erfassen, und es ihnen auch immer besser gelingt, adäquate Formen der Weiterarbeit zu entwerfen. Bei anderen inhaltlichen und formalen Aspekten, z.B. der Fähigkeit zur Beurteilung des Wortschatzes oder des Textaufbaus, konnten während des Studiums hingegen keine signifikanten Veränderungen nachgewiesen werden. Die Diskussion der Ergebnisse im Kontext der Lehrerinnen- und Lehrerausbildung und früherer Forschungsarbeiten hebt die Wichtigkeit einer empirischen Überprüfung von Ausbildungszielen wie beispielsweise Diagnosekompetenz hervor und fordert weitere, vertiefte Analysen.
Teachers are confronted with and must process challenging situations every day. Yet the development trajectory of their processing ability is unknown. Our two-part mixed method studies use a think-aloud methodology to understand how teachers cognitive process difficult school-based and non-school-based scenarios. Studies 1 and 2 examine the differences between expert, beginning, and pre-service teachers without and with pre-existing response options, respectively. Results from qualitative (but not quantitative) analyses indicate group differences in strategy, scope, content, and reasoning. Furthermore, we find that teaching is a domain-specific expertise. We discuss how this information can inform teacher education and professional development programs.
Die Entwicklung inklusiver Schulen geht einher mit der Weiterentwicklung sonderpädagogischer Aufgaben und dafür nötiger Kompetenzen. Für die diagnostischen Kompetenzen stellt sich somit die Frage, in welcher Richtung diese zu entwickeln sind. Die aus der Lehrer*innenexpertiseforschung kommenden Modelle und insbesondere das Konzept des „Noticings“ stellen einen interessanten Rahmen für einen differenzierenden Blick auf die Anforderungen dar. Die Zusammenarbeit verschiedener Professionen in inklusiven Schulen führt zwangsweise zur bisher noch nicht geklärten Frage, in welcher Weise diagnostische Aufgaben zwischen Lehrkräften verschiedener Lehrämter zu verteilen sind und wer über welche Kompetenzen verfügen muss. Die Beantwortung dieser Frage ist schlussendlich relevant für die sonderpädagogisch-diagnostische Aus- und Weiterbildung.
Background
Problem solving is considered to be a central activity of engineering practice. While some studies have shown how various beliefs affect students' abilities to solve problems, studies are needed that explicitly examine the beliefs and assumptions students bring to the problem‐solving process.
Purpose/Hypothesis
The purpose of this qualitative research was to describe students' engineering problem‐solving processes and develop a conceptual model that illustrates students' beliefs about problem solving. Our research question was, What beliefs do students have about engineering problem solving?
Design/Method
We analyzed data from retrospective semistructured interviews carried out after a problem‐solving session. We interviewed nine engineering students about the processes they used to solve the problems and the assumptions and beliefs that guided their problem solving. We then used grounded theory to identify and analyze statements from the interviews and to develop a conceptual model of student beliefs.
Results
The resulting model has five major categories: the problem‐solving process itself, the role of classroom problems, the role of workplace problems, personal characteristics that affect problem solving, and resources that assist problem solving. Students identify a sharp distinction between classroom problems and workplace problems.
Conclusions
Our conceptual model provides an initial framework for understanding how students' beliefs affect their approaches to engineering problems. In contrast to stage models, our model shows that students' epistemic beliefs about problem solving are contextual. Future work is needed to understand the limits and extend the applicability of our model.
Über das Lehramtsstudium sollen Studierende unter anderem dazu befähigt werden, die Leistung ihrer Schüler/innen zu bewerten. Dazu müssen sie Einflussfaktoren auf Schulleistung kennen und diese richtig diagnostizieren und fördern können. Mit diesem Beitrag wird eine game- und E-Learning-gestützte Lernumgebung vorgestellt, in der Studierende – anders als in vielen inputorientierten Seminarkonzepten – in einem virtuellen Klassenzimmer an realitätsnahen Fällen lernen, problembasiert zu diagnostizieren und zu fördern. Über den Einsatz der Lernumgebung in der Lehre wird berichtet, erste Rückmeldungen von Lehrenden und Studierenden werden erläutert und weitere Planungsschritte dargestellt.
13.05.2016 | Saskia Praetorius, Daniel Al-Kabbani, Carla Bohndick, Johanna Hilkenmeier, Sebastian T. König, Hanna S. Müsche, Sabrina Sommer & Katrin B. Klingsieck (Paderborn, Regensburg)
In their professional routines, teachers have to perform highly complex and demanding tasks (Brante, 2009; Pransky, 2008). They devise and implement learner-centered instruction, manage their classes, promote students’ academic achievements, and interact with students, parents, and colleagues. As teachers are challenged by having to deal with a heterogeneous array of academic abilities, interests, and motivations and thus to adapt their educational activities to the individual needs of their students (Vogt & Rogalla, 2009), another key aspect of teachers’ professional competences is to be able to accurately diagnose students’ abilities and learning behavior.
Conflicting research results have stirred controversy over the effectiveness of problem-based learning (PBL) compared to direct instruction at fostering content learning, particularly for novices. We addressed this by investigating effectiveness with respect to recognition learning and transfer and conducting an aptitude-treatment interaction analysis. We also examined how students' goal orientations may moderate learning in PBL and lecture/discussion environments. Participants included 197 preservice teachers in an undergraduate educational psychology course. Controlling for GPA, students in the PBL condition performed significantly better than students in the lecture/discussion condition on a transfer measure (p <.001, partial η2 =.271) and equally on a recognition learning measure (p =.530). We also found an aptitude-treatment interaction for recognition learning (p =.012, partial η2 =.034) but not transfer (p =.088). Results of goal orientation on learning outcomes were inconclusive.
This study investigates beginning U.S. elementary teachers’ competence for teaching mathematics and its development during teacher preparation and into the first two years of full-time teaching. Data are drawn from three longitudinal case studies and include the Classroom Video Analysis survey, classroom observations and interviews about teachers’ instructional decisions, and whole-day shadowing. A multi-case study design was used to examine the processes of perception, interpretation, and decision making in participants’ comments on video clips of teaching episodes and in reflections about their own teaching. Findings support the central role of these processes in teacher competence and the generative power of reflections revolving around student thinking and tools, such as classroom discourse and visuals. Teachers’ communities also played an important role in teachers’ decision making. A model of teacher competence from a situated perspective is proposed and the Classroom Video Assessment is discussed as a measure of teacher competence in context.
It is important for pre-service teachers to develop professional vision – the ability to use professional knowledge to notice and reason about specific aspects of teaching and learning processes in classroom situations. Noticing and reasoning are considered to be interrelated processes; however, to date few studies have explored the interplay between them. To bridge this gap, we selected a video, on which experts in the
field of teaching and learning research agreed on, that two pedagogical strategies – relevant for student learning – can be noticed and reasoned. After N = 109 pre-service teachers observed and commented on the video, we analyzed the quality of their noticing and reasoning abilities using an open question and a qualitative analysis approach which was validated by comparing the results to a second, quantitative measure of reasoning. Our results indicate that pre-service teachers intuitively noticed important classroom events rep-
resentative of the two pedagogical strategies under investigation. However, they struggled when reasoning about those pedagogies and attempting to match their explanations and predictions with those of experts. The validation showed positive correlations between pre-service teachers’ reasoning as measured using the
two approaches. Our study provides specific insights about the importance to consider both: the interrelation between noticing and reasoning as well as the content of reasoning and its match with expert opinions.
Empirically analyzing empirical evidence
One of the central goals in any scientific endeavor is to understand causality. Experiments that seek to demonstrate a cause/effect relation most often manipulate the postulated causal factor. Aarts et al. describe the replication of 100 experiments reported in papers published in 2008 in three high-ranking psychology journals. Assessing whether the replication and the original experiment yielded the same result according to several criteria, they find that about one-third to one-half of the original findings were also observed in the replication study.
Science , this issue 10.1126/science.aac4716
Scholars have noted PBL is consistent with John Dewey’s educational theories and with constructivist philosophies. This paper explores the similarities between the assumptions within Howard Barrows’ principles for the PBL tutor’s actions with Dewey’s theories that address teacher behaviors and with Carl Rogers’s conceptual frameworks that support the therapeutic behaviors of the client-centered therapist. In doing so it recognizes Barrows’ integration of the educational and cognitive psychology concepts of two psychologists who have influenced the psychology of education and provides an additional conceptual and theoretical anchor for PBL tutor facilitation skills.
This paper presents a systematic review on teacher collaboration. In total, 82 studies were selected based on predefined selection criteria and reviewed by means of a narrative review method to thematically gather information across the studies. A first aim of this review was to provide an overview of the terminological framework to describe teacher collaboration used in previous research. Collaboration was perceived here as a continuum ranging from mere aggregates of individuals to strong team collaboration. This continuum was conceptualised as the degree of team entitativity. Second, the review investigated the focus and depth of collaboration. These appeared to be important issues and provide different opportunities for (collaborative) learning. Third, although realising teacher collaboration proves to be challenging, this review listed benefits for students, teachers, and the school. Fourth and fifth, various facilitating and hindering factors were explored that may serve as valuable points of action to realise effective collaboration. The latter has vital importance for the future as it is needed to build schools into learning organisations, to anticipate the growing importance of collaboration in society and to use education as a role model for students to properly prepare them for the future.
Despite increased attention to methodological rigor in education research, the field has focused heavily on experimental design and not on the merit of replicating important results. The present study analyzed the complete publication history of the current top 100 education journals ranked by 5-year impact factor and found that only 0.13% of education articles were replications. Contrary to previous findings in medicine, but similar to psychology, the majority of education replications successfully replicated the original studies. However, replications were significantly less likely to be successful when there was no overlap in authorship between the original and replicating articles. The results emphasize the importance of third-party, direct replications in helping education research improve its ability to shape education policy and practice.
In educational settings, substantial scholarly interest has focused on student engagement as an antecedent for educational development and positive school outcomes. Very limited research, however, has focused on the engagement of academic staff members. This may be a crucial oversight because engagement has been argued to lead to more satisfied, more productive and healthier staff. In this study, based on a sample consisting of 489 members of multicultural university departments, we set out to investigate the relationship between trust, conflict and academic staff engagement. More specifically we assessed the effect of group trust, group relational conflict and group task conflict on indicators of behavioural, cognitive and emotional engagement. Our findings show a strong positive association between group trust and all academic staff engagement variables as well as a strong negative association between group relational conflict and all staff engagement variables. Task conflict was negatively associated with indicators of staff cognitive engagement. However, surprisingly, group trust did not have any moderating effect. Implications for educational organisation managers and policy makers are discussed in detail.
E. L. Thorndike contributed significantly to the field of educational and psychological testing as well as more broadly to psychological studies in education. This article follows in his testing legacy. I address the escalating demand, across societal sectors, to measure individual and group competencies. In formulating an approach to measuring competence, I draw on measurement research I have done over my career; the Thorndike lecture is to be as much autobiographical as substantive and/or methodological. I present an approach to defining, measuring, and statistically modeling competency measurements. The article unpacks Hartig et al.'s (2008) definition of competence as a complex ability construct closely related to real-life-situated performance. The intent is to make the construct, competence, amenable to measurement. Once unpacked, criteria for building competence measurements are set forth and exemplified by research from business, military, and education sectors. Generalizability theory, a statistical theory for modeling and evaluating the dependability of competence scores, is applied to several of these examples. The article then pulls together the threads into a general competency measurement model and concludes by noting its limitations.
Although teacher collaboration is a school improvement imperative, it persists as an under-empiricized construct that has proven difficult to establish and assess with certainty. In this article, the authors present a validation study of the Teacher Collaboration Assessment Survey (TCAS). The TCAS operationalizes and measures 4 key domains of teacher collaboration: dialogue, decision making, action, and evaluation, and has been used to examine the quality of teacher teaming in district-wide comprehensive school reform efforts in the Northeastern and Mid-Atlantic regions of the United States. Five sources of validity evidence recommended by Standards for Educational and Psychological Testing (AERA, APA, & NCME, 1999) are explicated, which establish a strong argument in support of the instruments' validity. The authors discuss how educational leaders and researchers can use the TCAS for leveraging teacher collaboration for instructional innovation and student achievement, and to systematically examine teacher teaming and its relationship to other educational outcomes.
Es wird ein einführender Überblick zu Klassifikation, Prävalenz und Prognostik von Lern- und Verhaltensstörungen gegeben. Zunächst wird darauf hingewiesen, dass diese beiden Begriffe sehr stark normabhängig und Ausdruck gesellschaftlicher Erwartungen sind: Ob eine Lern- und Verhaltensstörung vorliegt, wird von Autoritäten bzw. pädagogischen, psychologischen und medizinischen Autoritäten beurteilt. Gründe dafür, warum Lern- und Verhaltensstörungen deutlich häufiger gemeinsam als getrennt auftreten, werden benannt, und es wird konstatiert, dass Kinder und Jugendliche mit solchen Störungen aufgrund hoher und steigender Prävalenzraten eine zunehmend schwierigere Herausforderung für das Schulsystem und die unterrichtenden Lehrkräfte darstellen. Als wichtige partielle Lernstörungen werden Lese-Rechtschreibschwäche und Rechenschwäche besprochen, als verbreitete generelle Lernstörungen eine kombinierte Störung schulischer Fertigkeiten, die Lernbehinderung und "Underachievement". Als Erscheinungsformen von Verhaltensstörungen wird eingegangen auf oppositionelles Trotzverhalten, Störung des Sozialverhaltens, Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung, Trennungsangst, soziale Angst, Generalisierte Angststörung sowie Depression und Dysthyme Störung.
We investigated the development of general teachers' and special education teachers' cooperation in teaching dyads in inclusive classes. At the beginning, the middle, and the end of the school year, 13 dyads reported on their cooperation behavior and 184 students rated their perception of these teaching dyads' cooperation. Multilevel analysis revealed no change in cooperation behavior for general and special education teachers. No reciprocal effects between the dyad members' cooperation behavior occurred. Students' perception of the dyadic cooperation decreased. The results indicate that the dyad members failed to harmonize as an effective teaching dyad.
Although improving teachers' classroom strategies presents the primary goal of PLCs, empirical evidence is still scarce, mainly derived from case-study material and confined to (pre-) K12 settings. We use profiling techniques and a comparative design to examine (a) distinct configurations in which PLCs occur within vocational school departments, and (b) their relations to instructional quality. Multilevel latent profile analysis, based on teacher assessments of core PLC dimensions, reveals three configurations. Multilevel multiple group analysis of students’ instructional ratings shows that teachers from Advanced PLC departments create more authentic, application-oriented learning environments than teachers from other departments.
Highlights
• Core PLC dimensions distinguish behavioural, ideational, and structural elements.
• Departmental profiles convey Advanced, Structurally embedded, and Rudimentary PLCs.
• Teachers from Advanced PLCs provide higher levels of application-orientation (AO).
• AO includes instruct. practices (e.g. explanations) and methods (e.g. problem solving).
An increasingly important aim of higher education is to develop graduates capable of addressing complex, interdependent problems. Systems thinking is a critical interdisciplinary skill that describes the cognitive flexibility needed to collaboratively work on problems facing society. Although institutions of higher education are asked to develop systems thinkers and many programs strive towards such an aim, mechanisms to assess this competency are lacking. This paper (1) presents a framework for operationalizing systems thinking competency, and (2) shares a novel scenario-based assessment tool based on the framework. The paper describes the iterative development of the community-level problem scenario and associated scoring rubric based on a set of 93 student responses. Appendices contain the full tool consisting of the problem scenario, scoring rubric, and other guiding documents to enable others to adopt the tool for research purposes or to assess student outcomes from university programs.
This book examines the various areas of mathematics education and neighboring disciplines that have recently contributed to a better understanding of the still vague construct of diagnostic competence. The work addresses the nature, development and effect of diagnostic competence in mathematics instruction, with a focus on the professional development of teachers.
In this article, we present a new model of teachers' assessment competence. The model is based on the educational competence concept, thus defining competences to be context-specific, learnable cognitive dispositions that are needed to successfully cope with specific situations. Integrating research on assessment processes, practices, and products, we specify the range of situations our model applies to, and discuss how its elements may become involved and measurable in a variable assessment process. The model aims to inspire future integrative research on the description, explanation, prediction, and promotion of teachers' assessments in various situations.
Although diagnostic competence of teachers is regarded as a key component of successful teaching, there are many open questions regarding the structure, the development and the impact of diagnostic competence. This chapter presents an overview of different approaches to pinpoint diagnostic competence theoretically and to investigate it empirically: measuring judgment accuracy, assessing competences in diagnostic situations or analyzing judgment processes. These approaches are discussed with respect to their advantages, restrictions as well as some of their main findings and they are allocated within an overarching model of diagnostic competence as a continuum, comprising diagnostic dispositions, diagnostic thinking and diagnostic performance.
Teacher collaboration consists of many types of activities and interactions. This quantitative study examines how the effects of collaboration differ according to both the type and frequency of collaborative activity. TIMSS data was analyzed to determine whether five indicators of collaboration predicted student achievement, teacher job satisfaction, and teacher confidence in Japan and the United States. Collaboration during lesson planning was a significant predictor of student achievement in the United States. Time spent visiting other classrooms corresponded to higher job satisfaction ratings in the United States. The results provide insight into the effectiveness of different collaborative activities in each nation.
This study investigated Finnish first year student teachers' (N = 244) sense of professional agency in the professional community, their perceptions of teacher education as a learning environment, and the interrelation between these two. Student teacher's professional agency in the professional community consists of motivation to learn, efficacy beliefs of learning, and intentional strategies for promoting school development and student learning. The results showed that student teachers' sense of professional agency in a professional community consisted of the complementary components of utilization of feedback, appreciation of collective efficacy, sense of community, striving for developments, and seeking help actively. As the characteristics of the learning environment, social support, equality, climate and recognition were emphasized.
Research in mathematics education has investigated teachers’ professional knowledge in depth, comprising two different approaches: a cognitive and a situated perspective. Linking these two perspectives leads to addressing situation-specific skills such as perception, interpretation and decision-making, indicative of revealing a teacher’s knowledge while in the act of teaching. The aim of this study is to systematically review empirical research into mathematics teachers’ situation-specific skills. From the databases Eric, PsycINFO and MathEduc a total of 60 articles were included in the review, based on specific criteria. The studies were categorized with respect to theoretical frameworks used, designs and methods applied as well as the main findings of each study. Teachers’ noticing or teachers’ professional vision, and teachers’ (situated) professional knowledge were found to be the most frequent frameworks. Designs ranged from comprehensive case studies with a variety of methods to confirmatory studies testing a large sample with standardized instruments. The main findings suggest: (1) Teachers’ expertise and experience positively influence noticing and teachers’ noticing can be successfully fostered by (video-based) professional development programs. (2) Pre-service teachers struggle with perceiving and interpreting students’ work. Thereby, their mathematical knowledge plays an important role. (3) Teachers’ in-the-moment decision-making is influenced by their knowledge, beliefs and goals. (4) Teachers’ knowledge and belief facets predict their situation specific-skills which in turn correlate with aspects close to instructional practice. (5) Teachers have difficulties interpreting tasks and identifying their educational potential. Methods and implication of this systematic review are thoroughly discussed.
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.
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.
This article describes teacher education in jurisdictions around the world that have well-developed systems for teacher development. It examines teacher education policies and practices in Australia (with a focus on Victoria and New South Wales), Canada (with a focus on Alberta and Ontario), Finland and Singapore within the context of recruitment, preparation, induction, ongoing professional development and collective improvement of practice. It compares these practices with those in the United States, and evaluates challenges countries face in transforming their teacher development systems.
Zusammenfassung. Diagnostizieren des Lernverhaltens von Schulern und Beraten von Schulern und Eltern sind zentrale Aufgaben des Lehrerberufes. Im Modell der Beratungskompetenz von Lehrkraften von Bruder (2011) bildet Diagnostizieren eine zentrale Kompetenzdimension. Genauso spielt Beraten im Prozessmodell der Diagnostischen Kompetenz (Klug, Bruder & Schmitz, 2010) eine zentrale Rolle. Die Diagnose kann in Form eines Beratungsgespraches ruckgemeldet werden. Allerdings wurde die Beziehung zwischen beiden Kompetenzen bisher noch nicht empirisch untersucht. An einer Stichprobe von N = 293 Versuchspersonen (n = 93 Lehramtsstudierende, n = 107 Lehrkrafte im Vorbereitungsdienst, n = 93 Lehrkrafte der gymnasialen Mittelstufe), deren Diagnostische Kompetenz und Beratungskompetenz mittels Fallszenarien erhoben wurde, war es nun moglich, diesen Zusammenhang korrelativ zu prufen. Es konnte ein statistisch signifikanter Zusammenhang der Kompetenzen sowohl auf Ebene der Gesamtscores (r = .21, p < .01) als auch fur wich...
In this paper, we argue that to prepare pre-service teachers for doing complex work of teaching like leading classroom mathematics discussions requires an implementation of different pedagogies of teacher education in deliberate ways. In supporting our argument, we use two frameworks: one curricular and one pedagogical. The curricular framework is based on the work of Hammerness et al. (Preparing teachers for a changing world. What teachers should learn and be able to do. San Francisco, Jossey-Bass Educational Series, pp 358–388, 2005) outlining four main goals of teacher learning: a vision of practice, knowledge of students and content, dispositions for using this knowledge, and a repertoire of practices and tools. The pedagogical framework is based on the work of Grossman et al. (Teach Teach Theory Pract 15(2):273–289, 2009a; Teach Coll Record 111(9):2055–2100, 2009b) outlining three pedagogies of practice: representations, decompositions, and approximations of practice. We use the curricular framework to examine the opportunities for teacher learning that were afforded by these three different pedagogies of practice in a unit on leading classroom mathematics discussion in a secondary mathematics methods course. We use evidence from our analysis to show how the coordination of those pedagogies of practice is better than any one of them in addressing important goals for teacher learning about classroom discussions.
The aim of this paper is to address facilitators for successful interprofessional collaboration (IPC) between social workers (SWs) and teachers. Individual interviews were carried out with seven SWs employed in municipal child welfare services and six teachers from primary and secondary schools. The informants had at least two years' experience within multidisciplinary teams. The transcripts were analysed using an inductive thematic approach and the NVIVO9 computer software package for qualitative data analysis. Thematic analysis revealed three themes: ‘personal commitments’, ‘creating a positive atmosphere for IPC’ and ‘pulling together towards future goals’. Results are discussed in relation to the Norwegian context concerning IPC in multidisciplinary teams for children at risk.
Multilevel modeling provides one approach to synthesizing single-case experimental design data. In this study, we present the multilevel model (the two-level and the three-level models) for summarizing single-case results over cases, over studies, or both. In addition to the basic multilevel models, we elaborate on several plausible alternative models. We apply the proposed models to real datasets and investigate to what extent the estimated treatment effect is dependent on the modeling specifications and the underlying assumptions. By considering a range of plausible models and assumptions, researchers can determine the degree to which the effect estimates and conclusions are sensitive to the specific assumptions made. If the same conclusions are reached across a range of plausible assumptions, confidence in the conclusions can be enhanced. We advise researchers not to focus on one model but conduct multiple plausible multilevel analyses and investigate whether the results depend on the modeling options.
Diagnosing learning behavior is one of teachers' most central tasks. So far, accuracy in teachers' judgments on students' achievement has been investigated. In this study, a new perspective is taken by developing and testing a three-dimensional model that describes the process of diagnosing learning behavior within a sample of N = 293 participants. The model is validated by participants' actual diagnoses in a case scenario. The postulated model provides a good fit and following its steps leads to more accurate diagnoses. Future research should aim to foster diagnostic competence based on the model.