Where experience makes a difference: teachers' judgment accuracy and diagnostic reasoning regarding student learning
Christian Kosel1, Elisabeth Bauer1, Tina Seidel1
1Friedl-Schöller Endowed Chair for Educational Psychology, TUM School of Social Sciences and Technologies, Technical University of Munich (TUM), Munich, Germany.
Frontiers in Psychology
|March 22, 2024
Summary
Experienced teachers demonstrate superior judgment accuracy in diagnosing student learning profiles compared to novice teachers. Their professional vision allows for more comprehensive reasoning by connecting a wider range of observable cues.
Area of Science:
- Educational Psychology
- Teacher Professional Development
- Cognitive Science in Education
Background:
- Teacher professional vision is crucial for accurately assessing student learning characteristics.
- Experienced teachers often exhibit superior diagnostic skills compared to novice teachers due to advanced reasoning.
- Understanding the nuances of diagnostic reasoning in different teacher experience levels is vital for effective teacher training.
Purpose of the Study:
- To compare the judgment accuracy of experienced and novice teachers in diagnosing student learning profiles.
- To analyze differences in diagnostic reasoning processes, focusing on observable cues, between experienced and novice teachers.
- To investigate how professional experience influences teachers' ability to interpret student behavior and learning indicators.
Main Methods:
- A comparative study involving experienced in-service mathematics teachers (n=19) and novice pre-service mathematics teachers (n=24).
- Participants diagnosed five distinct student characteristic profiles (three inconsistent, two consistent) from a lesson video.
- Epistemic network analysis was employed to examine the diagnostic reasoning and the connections made between observable cues.
Main Results:
- Experienced teachers achieved significantly higher judgment accuracy in diagnosing student profiles than novice teachers.
- Experienced teachers established more connections between a broader range of cues (surface and deep) compared to novices.
- Epistemic network analysis revealed more comprehensive and robust diagnostic reasoning in experienced teachers.
Conclusions:
- Professional experience significantly enhances teachers' diagnostic skills and professional vision.
- Experienced teachers' ability to integrate diverse cues leads to more accurate student assessments.
- Findings suggest targeted training strategies to cultivate advanced diagnostic reasoning in pre-service and in-service teachers.
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