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.

摘要

持续的教学过程中需要的诊断能力包括感知，解释和决策能力。它们被认为是适应性教学的重要前提。为了教授这些技能，已经开发了几种教师教育计划。但是，仍然缺乏理论基础。在这里，我们介绍了学习这些诊断技能的模型。通过此模型，我们导出了在教师教育计划中使用视频分析设计框架的指导原则。我们表明，此模型的某些含义已经集成到当前程序中。但是，我们也提出了新的方面。尤其是，对突发事件进行反思可能是增强教师教育计划的好方法。