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The importance of the transformation to a sustainable economy for the protection from global crises such as climate change is widely recognized. Sustainable entrepreneurs are considered to play a key role in this transformation process as they create innovative market solutions with ecological, social, and economic value. So far, there is no consensus on competences students need to solve sustainability challenges as sustainable entrepreneurs. The aim of this article is to identify competence frameworks that enable competence-oriented education of future sustainable entrepreneurs. An academic search engine and a bibliographic database were screened for documents written in English and published between January 2010 and November 2020 to identify the existing competence frameworks discussed in the current literature in the field of Sustainable Entrepreneurial Education (SEE). The review process led to a set of 65 empirical and nonempirical works on SEE. A computer-assisted qualitative data analysis was used for this review. The data analysis showed an increasing number of SEE articles published over the last decade mostly in scientific journals (69.2%). Fifty-six (86.2%) of publications related to tertiary education. The data analysis revealed three stand-alone competence frameworks for Sustainable Entrepreneurship (SE). The frameworks show an overlap in content but differences in terms of construction, validation, complexity. All competence frameworks were developed for use in higher education institutions, which necessitates adaptation for use in other educational institutions. The analysis of 28 SEE interventions identified in the literature provides information on the reception of the frameworks for competence-based teaching and assessment.

Te aching-learnings ettingse nrichedw itha ugmented realitya re becoming increasingly important both in theschoolsubject of chemistryand in othernatural sciencesubjects. Thus,manypublicationsmention thepositiveeffects of such digitallyenrichedteaching-learningprocesses,but rarely provideinformation about whichcharacteristics of augmentedreality areresponsible forthis. This paperpresentsanevaluation grid which allows to evaluate teaching-learningsettingsenrichedwithaugmentedreality with afocus on mediaand subject didactical aspects. Furthermore, an exemplaryp resentation of thei mplementationo fadigitallye nrichedt eaching-learning settinginthe contextofsustainabilityeducation is presented.

ZusammenfassungLehrkräfte sind essentiell für die Integration digitaler Technologien in Schule und Unterricht. Ihre Qualifizierung für diese Aufgabe ist daher in allen Phasen der Lehrkräfteausbildung von zentraler Bedeutung, zumal nur etwa ein Drittel der derzeit im aktiven Schuldienst befindlichen Lehrkräfte während des Studiums Lerngelegenheiten zu einem digitalisierungsbezogenen Kompetenzaufbau hatte. Trotz des Wunsches nach einer digitalisierungsbezogenen Qualifikation besuchen deutsche Lehrkräfte jedoch vergleichsweise selten Fortbildungen. Neben fehlender Passung des Fortbildungsangebots könnte für diese Diskrepanz ein unzureichendes Angebot verantwortlich sein. Wir untersuchen in dieser Studie, welche Fortbildungsangebote in 12 von 16 Bundesländern explizit für naturwissenschaftliche Lehrkräfte über staatliche Fortbildungskataloge angeboten wurden, welche Kompetenzbereiche des Orientierungsrahmens „Digitale Kompetenzen für das Lehramt in den Naturwissenschaften“ (DiKoLAN) die Fortbildungen adressieren und inwieweit die in den Fortbildungen adressierten didaktischen Funktionen die Lehrkräfte bei der Ausbringung von Distanzunterricht während der Schulschließungen 2020 hätten unterstützen können. Insgesamt werden 90 Fortbildungen identifiziert und damit zu wenige, um die Zielsetzungen der Kultusminister Konferenz-Strategie „Bildung in der digitalen Welt“ angemessen zu verfolgen. Aus den Angeboten lassen sich kaum Hinweise auf Faktoren ablesen, die der individuellen Lehrkraft einen kumulativen Kompetenzaufbau ermöglichen. Fast alle Fortbildungsangebote adressieren für Naturwissenschaftslehrkräfte relevante Kompetenzbereiche des DiKoLAN-Orientierungsrahmens, ein Teil ist geeignet, Lehrkräfte die didaktischen Funktionen zu vermitteln, die auch bei der Ausbringung von Distanzunterricht genutzt werden können.

Interplay of secondary pre-service teacher content knowledge (CK), pedagogical content knowledge (PCK), and attitudes regarding scientific inquiry teaching within teacher training To investigate quantitatively the longitudinal relationship between knowledge and attitudes on scientific inquiry teaching, 121 pre-service teachers for teaching biology at the secondary level in Germany and Switzerland were assessed with respect to their content knowledge (CK), pedagogical content knowledge (PCK) and attitudes on teaching scientific inquiry. As part of the teachers' attitudes we measured cognitive beliefs, affective states and self-efficacy. The assessments were conducted during a training session on peer-coaching as a tool for teacher development and scientific inquiry teaching as a method and activity that leads to the development of scientific knowledge. Data of both knowledge tests were IRT-scaled and combined with the data from the attitude questionnaire. To examine the relationship between the different measurements we applied structure equation modelling. The analysis demonstrates that the PCK acquired after the training on teaching scientific inquiry predicts subsequent attitudes. In contrast, prior CK does not affect subsequent attitudes regarding teaching scientific inquiry. Moreover, prior attitudes do not substantially predict subsequent PCK and CK. In addition, prior teaching experience in biology explains individual differences, and self-efficacy attitudes predict changes in attitudes with respect to teaching scientific inquiry by the end of training. To foster positive attitudes toward scientific inquiry teaching, teaching education programs should be designed to broaden PCK.

Background To purposefully integrate information and communication technologies (ICT) into contemporary teaching, teachers must have complex technological, pedagogical and content‐related knowledge (TPACK). TPACK could be fostered through diverse learning environments such as working in a makerspace as part of university teacher training. The development of TPACK in (preservice) teachers depends on how effectively they can assess their own knowledge and adapt their own learning process. Self‐assessment tools can be used to identify and assess their individual TPACK. Objectives The study presents data on TPACK development through project work in a makerspace. It examines the consistency of self‐assessment and performance tests in relation to TPACK and discusses the applicability of self‐assessment scales to self‐regulated learning. Methods TPACK self‐assessment takes place among preservice teacher students (N = 327) in a pre‐post design. This is complemented and contrasted with an external assessment in form of a self‐developed performance test (teaching vignettes). Results Self‐assessment and performance test show a TPACK‐increase resulting in the project work in the makerspace, with higher performing students benefiting more from the intervention than lower performing students. All students tend to overestimate their TPACK before and after the intervention, with low‐performing students overestimating themselves more than high‐performing students. Existing TPACK scales can serve as readily available self‐assessment tools, but should be complemented by other knowledge assessment measures. Furthermore, depending on the results of the self‐assessment, different learning opportunities should be made available so that preservice teachers with a lower TPACK still benefit from the project work in the makerspace. Take Away Self‐assessments accompanying the work in the makerspace could provide feedback information about TPACK‐related knowledge, learning processes and learning outcomes and thus support students in structuring their work. For this purpose, it seems necessary to improve the quality of self‐assessment to enable reliable reflection on preservice teachers' own learning process.

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