Application of the COMET Method Among Teachers of Vocational Specializations

The requirement dimension formally corresponds to that of the competence model for apprentices. In terms of content, it differs, of course. (1) Functional competence is based primarily on the relevant action-guiding pedagogical-didactic and vocational knowledge of teachers. (2) Processual competence is the ability to design and organize vocational education processes under the real conditions of the training reality. (3) Design competence includes the ability to weigh up with some creativity between the diverse requirements for holistic task solution in a situation-specific manner. Content dimension: The operationalization of the content dimension refers to the four fields of action: teaching, educational programs, learning environment, and school development. The action dimension takes up the concept of “complete tasks”: the independent setting of educational goals, the preparations for action in the sense of performing planning functions, the selection of means, the execution functions, as well as the control and the possibility to check results of one’s own actions. Three competence components are assigned to each of the three levels of teacher competence that build on each other—functional competence: (1) professional expertise, (2) professional/subject didactics, and (3) subject methodology; processual competence: (4) sustainability, (5) efficiency, and (6) teaching and training organization; design competence: (7) social compatibility, (8) social-cultural embedding, and (9) creativity. In addition to explaining the measurement of competences among vocational teachers, examples of studies and the need for research in this field of competence diagnostics are presented.