Exploring Chemistry Student Teachers’ Diagnostic Competence—A Qualitative Cross-Level Study

Abstract

Diagnostic competence is an important skill of professional teachers and is a part of Pedagogical Content Knowledge (PCK). Because increasing heterogeneity and diversity characterize our schools, diagnostic competence plays a prominent role in teacher pre- and in-service courses. At our university, two modules are focused on examining student teachers’ diagnostic competence in chemistry. The present paper describes a cross-level case study analyzing three groups of student teachers in different phases of their university teacher training program. The study is based on a qualitative research study with a total of 108 participants. The results show both positive and negative developments in teacher trainees’ diagnostic competence. They show that attitudes and beliefs about heterogeneity can be changed from a rather negative viewpoint to a more positive one. The results will be presented and discussed below. Suggestions for further development will be given.

Keywords

• chemistry student teachers
• cross-level study
• development of diagnostic competence
• university teacher training program