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2021 | Buch

Preservice Primary Teachers’ Diagnostic Competences in Mathematics

Assessment and Development

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Considering the relevance of teachers‘ diagnostic competence for understanding students’ thinking and providing effective learning opportunities, Macarena Larrain investigates the development of future primary school teachers’ diagnostic competence in error situations already during initial teacher education. Using video vignettes of classroom situations and samples of students’ work, the author focuses on fostering future teachers’ competence to identify students’ errors, elaborate hypotheses about the causes of those errors and to design appropriate strategies for supporting students in overcoming their misconceptions. She also describes aspects of teachers’ knowledge, beliefs and experience that are relevant for the competence and its development.

Inhaltsverzeichnis

Frontmatter
Chapter 1. State of the Art and Theoretical Framework
Abstract
In the light of unsatisfactory students’ results in large-scale international assessments, great concern about the effectiveness of teachers’ work has been raised, particularly in many Western countries. Closely together, criticism of teacher education in general has notably increased, which has, in turn, directed the attention and efforts of many researchers towards the study of teachers’ professional competences, their nature and development. The present chapter provides insight into the current state of the art of research in the field of teachers’ professional competencies. In addition, issues regarding teachers’ diagnostic competence, its conceptualization, development and relevance for teaching effectiveness are considered. The chapter finishes by focusing particularly on teachers’ diagnostic competence in classroom situations in which students’ errors occur.   
Macarena Larrain Jory
Chapter 2. Research Question and Hypotheses
Abstract
The present study aims at examining the development of preservice primary teachers’ diagnostic competence in error situations. It takes as a framework the concepts of teachers’ professional competence and diagnostic competence and the role of students’ errors in mathematics teaching and learning discussed in Chapter 1. The present chapter details the research question and the hypotheses at the base of this study. 
Macarena Larrain Jory
Chapter 3. Methodological Approach of the Study
Abstract
This chapter explicates the methods used to investigate the research question of the present study: to what extent preservice primary school teachers’ diagnostic competence in error situations can be fostered within a university seminar sequence. It provides a description of the study design, the assessment instruments, the sample of participants and a complete explanation of the qualitative and quantitative methods used to analyze the data. 
Macarena Larrain Jory
Chapter 4. Results
Abstract
This chapter presents the results of the analyses carried out to investigate the research question and the hypotheses of the study. The first section exposes the results of the cross-sectional analyses. These were undertaken to explore the relevant characteristics of the diagnostic competence of the participating preservice primary school teachers and to examine the connections of those characteristics with other features of preservice teachers’ background, such as professional knowledge, beliefs and practical experience. The second section presents the results of the longitudinal analyses conducted, which focused on the development of the diagnostic competence of preservice primary school teachers after participating in the university seminar sequence. In addition, this section analyzed the associations of changes in the development of the competence with the features of preservice teachers’ background in order to identify aspects that can play an important role in the development of the competence within initial teacher education.
Macarena Larrain Jory
Chapter 5. Summary, Discussion and Outlook
Abstract
In the present study, a university seminar sequence was developed with the aim of promoting the development of preservice primary school teachers’ diagnostic competence in error situations within initial teacher education. The present chapter provides a summary of the study design and of the qualitative and quantitative methods used to anlayze the data. In addition, the results of the analysis of the data from a cross-sectional perspective and then the changes from the pre- to the post-test are summarized and discussed. The study’s limitations are then examined, the implications of the results are discussed, and starting points for further research opportunities are outlined.
Macarena Larrain Jory
Backmatter
Metadaten
Titel
Preservice Primary Teachers’ Diagnostic Competences in Mathematics
verfasst von
Macarena Larrain Jory
Copyright-Jahr
2021
Electronic ISBN
978-3-658-33824-4
Print ISBN
978-3-658-33823-7
DOI
https://doi.org/10.1007/978-3-658-33824-4

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