Diagnostic competence is an important facet of teacher competence that has a positive impact on learning processes and performance of students. Precise diagnosis allows teachers to adapt their teaching to students' individual needs. Studies show that teachers often lack in this field, which might be due to the fact that in most teacher education programs pedagogical diagnostics are neglected. For our research we narrow the focus on diagnostic competence to error identification and feedback in learning processes. Our study aims to analyse this competence through testing 287 (prospective) teachers. Results show that only experienced teachers are competent in this area.
To measure diagnostic competence, we chose a mixed method approach (Tashakkori & Teddlie, 2010) and used video vignettes. They provide a stimulus that requires situational decisions similar to a real classroom. But in contrast to video-taping real classroom situations, vignettes ensure standardised conditions for the tests and one is able to present typical errors. The findings of a preliminary interview study formed the background for the production of our vignettes, which show short error situations in the classroom and are used as prompts in a guided interview test. Furthermore participants have to identify errors in a paper-pencil test.
Diagnostic competence of prospective teachers can be seen as rather low. Results match those of other studies that have shown students in teacher training programs to show a low level of diagnostic competence. This might be due to the fact that in most teacher education programs pedagogical diagnostics are neglected. Furthermore it could be due to the fact that students quite often acquire inert knowledge which they can't use or apply in their professional life. Diagnostic competence is an essential part of teacher competence, and therefore more emphasis should be laid on this aspect in teacher education.