This chapter provides details concerning the state of research on diagnostic competence in teacher training. By taking into account the educational demands in line with New Governance tenets, the authors elaborate on the need for this research from a sociological perspective as well as from approaches to research on professionalism. Against this background, they present findings and reveal research gaps which affect the interfaces of professionalism and diagnostic skills. Moreover, findings with regard to case-based diagnoses on professionalism are discussed. In the last part, some critical issues of psychometric competence models are raised due to their not being commensurate with standards of sociological modeling.
Dirks, Una; Hansmann, Wilfried: Forschungsstand zur Analyse von Diagnosekompetenz in der Lehrerbildung. In: : . : 2012-08-09, . DOI: https://doi.org/10.17192/es2012.0014.
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