| Popis: |
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. |
