Digital competence for the teaching profession at vocational schools: A competence model for the initial phase of teacher training

One goal of the “Digital Teaching in the Context of Teacher Training for Vocational Schools (German acronym: DiLbeS)” project was to develop a model that makes the construct of digital competence in the relevant area comprehensible. The theoretical frame of reference is the discussion about teachers’ digital competences, as well as the fact that existing digital competence models mostly take a broad perspective or address specific target groups (e.g., professional schoolteachers). For the present study, several digital competence models were analysed and compared with the data collected in the project. The result is a digital competence model that delineates the competences that student teachers should acquire during their studies for vocational education. The aim of this paper is to present this model and and explain how it was devised.