Diagnosing is an important aspect of teachers' professional competence. To successfully diagnose classroom situations, one has to apply pedagogical content knowledge (PCK) in diagnostic activities (DA). Simulated classroom situations with embedded scaffolding can be an effective way of practising skills needed to foster diagnostic competences. In…

Teachers' diagnostic competences are essential with respect to student achievement, classroom assessment, and instructional quality. Important components of diagnostic competences are teachers' professional knowledge including content knowledge (CK), pedagogical knowledge (PK), and pedagogical content knowledge (PCK), their diagnostic activities…

This article combines different conceptualizations of teachers' diagnostic competence in listening to students' mathematical thinking processes on the levels of general perspectives, noticed aspects and activated didactic categories. An empirical study of 159 prospective mathematics teachers' diagnostic judgments investigated how these levels are…

The basis for individual students' instructional support by teachers is an individual diagnosis of one's learning advances and difficulties. Even though sophisticated diagnostic tools exist, it remains an open question how diagnosis and learning can be merged into a consistent pedagogical method to support both teachers and students with feedback…