Project Details
Description
Diagnosing students mathematical argumentation skills in teacher-student-interactions represent a standard situation in teacher education. These situations afford teachers to apply epistemic-diagnostic activities based on their professional knowledge in order to achieve high diagnostic quality. The use of video-based learning environments in teacher education research has been advanced over the last decades. In particular, important findings have been achieved with regard to testing the validity of these learning environments. Currently, teacher education research is moving forward with regard to creating video-based simulation environments. These environments allow learners (e.g. teacher students) to intervene with observed teaching situations. Furthermore, scaffolding is used in order to systematically support learning. The proposed research aims to contribute significantly to expanding the current state-of-art by conducting a series of empirical studies. First, the validity of a newly developed video-based simulation environment is tested. Second, the role of individual learner characteristics on the application of diagnostic competences is investigated. Third, the supporting role of scaffolding for the acquisition of diagnostic competences is studied. In particular, the proposed research contributes to empirically test conjectures about structural components of professional knowledge (CK, PCK, PK) on diagnostic processes. Furthermore, interindividual differences are studied by means of identifying student charactistics profiles, which are conjectured to show differential effects on diagnostic processes. Finally, advances from medical education regarding the relationship between strategic professional knowledge and epistemic-diagnostic activities will be applied to teacher education research. Furthermore, by focusing on two scaffolding approaches, it will be studied to what extent expert modelling as a form of example-based learning as well as self-explanation prompts support teacher students to develop diagnostic competences.
Acronym | Visit-Math |
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Status | Active |
Effective start/end date | 1/01/16 → … |