Abstract
AbstractIdentifying and interpreting challenging instructional situations is important for teacher performance in the classroom, thus also for instructional quality. This project examines classroom situations in which pre-service teachers diagnose effective teaching in terms of instructional quality in the context of biology lessons. The interdisciplinary collaboration combines expertise in research on teachers’ professional competence, video-based teaching, and computer-supported case-based learning in several contexts. The video-based simulation DiKoBi (German acronym for “diagnostic competences of biology teachers in biology classrooms”) was developed to investigate, measure, and foster pre-service teachers’ diagnostic skills concerning the instructional quality of biology lessons. Staged videos embedded in the video-based simulation DiKoBi show six different classroom situations, each focusing on one biology-specific instructional quality feature. Validity of the content and tasks in DiKoBi were examined in interviews using think-aloud protocols and expert-novice comparisons. In future research, intervention studies will be used to analyze the effects of knowledge acquisition and scaffolding during teachers’ diagnosing on their diagnostic skills concerning instructional quality.
Highlights
Teacher education Diagnosing subject-specific challenging situations in biology instruction Identifying and describing biology-specific challenges in instruction, reasoning about them by linking their description to scientific theories, and proposing alternative teaching strategies Pre-service biology teachers in various stages of their studies and early career practitioners Individual diagnosing Interaction; observation of videotaped classroom situations showing the behavior of a teacher and students Using the video-based simulation as an assessment and learning tool; use of the simulation links to the model of professional vision
We focus on the facilitation of professional knowledge as part of diagnostic competences, and its influence on the execution of situation-specific skills and the accuracy and efficiency of the diagnostic results
The main research questions of the project are: 1. What is the relation between the different facets of professional knowledge (CK, pedagogical content knowledge (PCK), and pedagogical knowledge (PK)) and the use of situation-specific skills as well as the quality of the diagnostic results?
Summary
Diagnosing the Instructional Quality of Biology Lessons Based on Staged Videos: Developing DiKoBi, A Video-Based Simulation. Teacher education Diagnosing subject-specific challenging situations in biology instruction Identifying and describing biology-specific challenges in instruction, reasoning about them by linking their description to scientific theories, and proposing alternative teaching strategies Pre-service biology teachers in various stages of their studies and early career practitioners Individual diagnosing Interaction; observation of videotaped classroom situations showing the behavior of a teacher and students Using the video-based simulation as an assessment and learning tool; use of the simulation links to the model of professional vision. T. Seidel Friedl Schöller Endowed Chair for Educational Psychology, School of Education, Technical University of Munich (TUM), Munich, Germany. Fischer Institute for Medical Education, University Hospital, LMU Munich, Munich, Germany.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
