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Stephanie Ledergerber
Title
Dr.
Last Name
Ledergerber
First name
Stephanie
Email
stephanie.ledergerber@unisg.ch
Phone
+41 71 224 3156
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PublicationModellierung von Kompetenzen in der Sekundarstufe II - Künftige Anforderungen an Lehrpersonen in der kaufmännischen Grundbildung Wirtschaft und Gesellschaft( 2023-05-30)Numerous transformation processes are changing the world of work and its procedures and therefore triggering a change in competencies. To meet the new requirements of the working world, as well as of society, it is important to know the competencies required of commercial apprentices so that these can be developed in a targeted manner. New qualifications also require an adaptation process in the education sector, where basic commercial training is currently being addressed by an ongoing reform process. Teachers, whose professionalism has a significant influence on apprentices’ competencies, are a central factor in influencing learners. The processes of change in the worlds of work and life also affect teachers’ requirement profiles. Economics teachers are particularly affected by their proximity to the world of work. The aforementioned processes change both the role and the pedagogical and professional require-ments of economics teachers. Therefore, the question arises as to which competencies an economics teacher must have in the future and where potential for further development lies. The aim of this dis-sertation is to identify transformation processes and present relevant competencies and development opportunities for economics teachers. Through a literature analysis and interviews with experts, this dissertation derives the competencies that will be important for economics teachers in the future and examines the relevance, as well as the development potential of existing economics teachers. Results show that the professional profile of economics teachers will change in the future. A good technical foundation will remain, supplemented with the aim of increasing practical orientation. Competencies in interdisciplinary content will also be in demand in the future. To teach in a practice-oriented and interdisciplinary way, educators should strive for cooperation with other teachers, as well as the apprenticing companies. The intended educa-tion in areas of competence requires teachers to design appropriate learning settings. In addition to the appropriate embedding of digital media, this also involves the integration of self-organized learn-ing processes, requiring economics teachers to adapt their role, which now increasingly resembles that of a coach. Finally, the targeted competencies are tested through appropriate formats. In the future, teachers should also be able to manage change with greater affinity, which requires openness, flexibil-ity and consistent further training. The study largely confirms the relevance of these competencies. While current economics teachers often already meet these requirements, further development is still needed, especially in competency-based examination formats.Type: doctoral thesis