Diagnostic Competence of Math Teacher Students: An Important Skill in Inclusive Settings

Abstract

Inclusive education puts high demands on teachers. In order to meet the needs of a heterogeneous student body, teachers must be able to discern each student’s individual performance and possible difficulties in class. Diagnostic competence is an important foundational skill which should be promoted in teacher’s education. Therefore, this study examines a seminar concept supporting the diagnostic competence of primary school math teacher students, which was developed as a part of the project “Qualitätsoffensive Lehrerbildung” (Quality Initiative: Teacher Training) at the University of Potsdam. This project was sponsored by the Federal Ministry of Education and Research, and the seminar concept was implemented at the end of the master’s program. Its most important elements are the use of micro-teaching and frequent reflection phases. Each student’s diagnostic competence was examined with tests at the beginning and end of the practical semester and evaluated both in comparison to a control group and in a longitudinal comparison.