Professionalisierung und Diagnosekompetenz - Kompetenzentwicklung und -förderung im Lehramtsstudium

This collection of papers presents the research project „Development of Diagnostic Competencies in Pre-Service Teacher Education in the Federal Land Hesse, Germany“ as well as its findings. The two-years’ project (funded by a grant from the Ministry of Education, Hesse) was conducted in 2010 and 2011 at the Department of Education and the Centre of Teacher Education, Philipps-University Marburg, Germany. The results of the pre-/posttest study provide insights into how pre-service teacher students describe, understand and explain audio- and videographed case vignettes that cover authentic classroom discourse and various happenings at school. Moreover, the results bear on the impact of systematic enhancement measures on competence development. The respective proficiency levels were evaluated by virtue of a pedagogical sociological model of diagnostic competencies. In addition to the research project, the collected papers comprise research from (foreign) language contexts that highlight diverse aspects of the research project from different perspectives. The articles deal with problems of rendering an evidence-based diagnosis as well as with controversial issues concerning competence models and their theoretical foundations, particularly with regard to social theories and “Bildung”.