Doctoral program:
Diagnostic competences of teachers

  • Objectives: Improve the state of research, develop trainings of diagnostic competence.

  • Research questions: Influencing factors and structural conditions of diagnostic competence (1st funding phase), diagnostic judgement processes and the significance of person and situational characteristics (2nd funding phase)

  • Partners: University of Education Freiburg and Heidelberg University of Education

  • Speakers: Prof. Dr. Timo Leuders, Jun.-Prof. Dr. Katharina Loibl, Prof. Dr. Tobias Dörfler

  • Funding amount: 12 secondment positions + 1 junior professorship for 3 years

  • Funding period: 08/2017 – 07/2020 1st funding phase, 08/2020 – 07/2023 2nd funding phase

  • Funding: Ministry of Science, Research and the Arts Baden-Württemberg

  • Project type: Doctoral Program

DiaKom 1: Influences, structure and development

The first phase of the doctoral program was devoted to clarifying the influences and structures of as well as ways to develop diagnostic competence. A systematic approach to the manifold aspects of this bundle of constructs is provided by the distinction between diagnostic dispositions (knowledge, motivation), processes of diagnostic thinking (perception, interpretation, action) and the performance of diagnostic action.

Twelve subprojects combined recent research approaches and applied competence modelling methods, the recording of accuracy of judgement and the experimentally controlled variation of relevant influencing variables on the part of the teacher. In particular, the cooperation between psychology, educational sciences and research on domain-specific teaching and learning has expanded the evidence base and improved and systematized the theoretical understanding of diagnostic competence.

Further information on the first phase of DiaKom

DiaKom 2: Diagnostic judgement processes as information processing and the significance of person and situation characteristics

In the second phase, the doctoral program aims to generate explanatory knowledge for the emergence of diagnostic judgements in typical diagnostic situations and for relevant diagnostic objects in various teaching subjects. From the research point of view, it contributes to the description of diagnostic judgements on the basis of cognitive modelling. From a practice perspective, the findings provide the basis for developing effective designs for promoting diagnostic competencies in teacher education.

Twelve sub-projects began in August 2020. Eight sub-projects are being carried out at University of Education Freiburg and four sub-projects at Heidelberg University of Education .

Further information on the second phase of DiaKom

Umbrella publications

Leuders, T. & Loibl, K. (2021). Beyond subject specificity – student and teacher thinking as sources of specificity in teacher diagnostic judgments. Research in Subject-matter Teaching and Learning (RISTAL), 4 (Editorial pp. 60–70). https://doi.org/10.23770/RT1842

Loibl, K., Leuders, T. (2021). Modeling Teachers’ Diagnostic Judgments by Bayesian Reasoning and Approximative Heuristics. Research in Subject-matter Teaching and Learning (RISTAL), 4, 88–108. https://doi.org/10.23770/RT1844

Loibl, K., Leuders, T., & Dörfler, T. (2020). A framework for explaining teachers’ diagnostic judgements by cognitive modeling (DiaCoM). Teaching and Teacher Education, 91, 103059. https://doi.org/10.1016/j.tate.2020.103059

Leuders, T., Loibl, K., & Dörfler, T. (2020). Diagnostische Urteile von Lehrkräften erklären – Ein Rahmenmodell für kognitive Modellierungen und deren experimentelle Prüfung (Editorial). Unterrichtswissenschaft, 48(4), 493-502. https://doi.org/10.1007/s42010-020-00085-5

Loibl, K., Leuders, T., & Dörfler, T. (2020). Kognitive Prozesse bei der Genese diagnostischer Urteile von Lehrkräften. Unterrichtswissenschaft, 48(4). https://doi.org/10.1007/s42010-020-00085-5

Leuders T. & Loibl K. (2018). Erforschung diagnostischer Urteilsprozesse – Das DiaKom-Modell am Beispiel einer Studie zu intuitiven und analytischen Urteilen zur Bruchrechnung. In: Fachgruppe Didaktik der Mathematik der Universität Paderborn (Hrsg.). Beiträge zum Mathematikunterricht 2018 (S. 1163-1166). Münster: WTMVerlag.

Leuders, T., Dörfler, T., Leuders, J., & Philipp, K. (2017). Diagnostic Competence of Mathematics Teachers: Unpacking a Complex Construct. In T. Leuders, T. Dörfler, J. Leuders, & K. Philipp (Eds.), Diagnostic Competence of Mathematics Teachers. Unpacking a Complex Construct in Teacher Education and Teacher Practice (pp. 332). New York: Springer. https://doi.org/10.1007/978-3-319-66327-2

Leuders, T., Leuders, J., & Philipp, K. (Eds.). (2017). Diagnostic Competence of Mathematics Teachers: Unpacking a Complex Construct in Teacher Education and Teacher Practice. New York: Springer. https://doi.org/10.1007/978-3-319-66327-2

Funding organization

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