AI Competence Profiles of Vocational School Teachers: From Knowledge to Didactic Action

Abstract

The integration of artificial intelligence (AI) into professional learning and work processes places new demands on the professionalism of teachers. This exploratory study collects AI-related competence profiles of 90 teachers at vocational schools in Bavaria for the first time on the basis of self-assessments using the Teacher Artificial Intelligence Competence Scale (TAICS). The results show an asymmetrical profile. While knowledge, values and ethical sensitivity regarding AI are pronounced, there are clear deficits in the didactic integration of AI and the use of AI for assessment. This results in targeted implications for further studies, training practice and school development processes.