Work

Teachers’ diagnostic judgments on tasks as information processing – The role of pedagogical content knowledge for task diagnosis

Year: 2022

Type: article

Abstract: When assessing task difficulty, teachers perceive, interpret, and integrate information about relevant features of the task by applying their topic-specific pedagogical content knowledge (PCK). These assumptions on the processes underlying diagnostic judgements on tasks have rarely been modeled and investigated systematically. In an experimental study, we assume two processes (identifying relevant task features and integrating information on multiple features) and predict the influence of PCK and available time on the accuracy of task judgments of 212 student teachers. The results support that PCK is required for both processes and that time pressure only affects the complex process of integrating information.

Source: Teaching and Teacher Education

DOI: 10.1016/j.tate.2021.103621

Authors: Andreas Rieu, Timo Leuders, Katharina Loibl

Institution: University of Education Freiburg

Language: English

Topic: Mathematics Education and Teaching Techniques

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $2,140