Learning diagnostic skills for adaptive teaching – a theoretical foundation

Abstract

Diagnostic abilities required during the on-going process of teaching include perception, interpretation and decision-making skills. They are regarded as important prerequisites for adaptive teaching. To teach these skills, several teacher education programs have been developed. However, a theoretical foundation is still missing. Here, we introduce a model for learning these diagnostic skills. With this model, we derive guiding principles for designing a framework using video analysis in teacher education programs. We show that some implications of this model have already been integrated in current programs. However, we also present new aspects. In particular, reflection on unexpected events might be a good way to enhance teacher education programs.

Keywords:

• teacher education
• diagnostic competence
• video analysis
• learning
• knowledge

PUBLIC INTEREST STATEMENT

Physical Education (PE) teachers have to perform many tasks, such as correcting technical or tactical errors, moderating social processes, promoting health, and ensuring safety. These tasks take place in class, where many events occur simultaneously and quickly. In order to best prepare teachers for these challenges, they must learn to observe the various events in class and to decide which to focus their attention on. This is important because only those who notice and understand what is going on can react appropriately and support the students in the best possible way. In this article, we present a model that explains how to learn these skills. Based on this model, consequences for teacher education are derived. This leads to a guiding framework for learning diagnostic skills through video analysis.

Notes

1. So far, there is no generally accepted model for diagnostic competence. Some researchers model diagnostic competence as an independent competence, others as a competence area and still others model it in a more comprehensive understanding (summarised in Reuker, 2018).

2. The term noticing in this model refers to the processes of perceiving, interpreting, and deciding and thus to all three skills, but with an emphasis on the former.

Additional information

Funding

The authors received no direct funding for this research.

Notes on contributors

Sabine Reuker

Sabine Reuker is Professor of Sports Pedagogy in the Institute of Arts, Music and Sports at the University of Education Ludwigsburg, Germany. She was a physical education teacher at the middle school and secondary levels for some years and teaches graduate and undergraduate courses in teacher education for many years.

Her research interests include the professionalization of teachers and teacher education. One research focus is on dealing with heterogeneous groups, e.g., in inclusive settings. In this context, diagnostic skills are of particular importance. In a completed DFG project she investigated the professional vision of teachers in groups of different expertise. Currently she is developing and evaluating teacher education programs to promote diagnostic skills.