{"id":49391,"date":"2026-08-04T13:00:00","date_gmt":"2026-08-04T13:00:00","guid":{"rendered":"https:\/\/easec.eu\/?p=49391"},"modified":"2026-08-04T21:25:41","modified_gmt":"2026-08-04T21:25:41","slug":"digcompedu-lehrkraefte-schulen","status":"publish","type":"post","link":"https:\/\/easec.eu\/de\/digcompedu-schools-teachers\/","title":{"rendered":"DigCompEdu f\u00fcr Schulen: Aufbau digitaler Kompetenz von Lehrkr\u00e4ften in der Primar- und Sekundarstufe"},"content":{"rendered":"<div data-elementor-type=\"wp-post\" data-elementor-id=\"49391\" class=\"elementor elementor-49391\" data-elementor-post-type=\"post\">\n\t\t\t\t<div class=\"elementor-element elementor-element-e1ffd33 e-con-full e-flex e-con e-parent\" data-id=\"e1ffd33\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-5664b7b elementor-widget elementor-widget-text-editor\" data-id=\"5664b7b\" data-element_type=\"widget\" data-e-type=\"widget\" data-no-translation=\"\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<style>.elementor-element-5664b7b{display:none !important}<\/style>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-4a3e658 elementor-widget elementor-widget-text-editor\" data-id=\"4a3e658\" data-element_type=\"widget\" data-e-type=\"widget\" data-no-translation=\"\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<style>.elementor-element-4a3e658{display:none !important}<\/style>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-48b7e25 elementor-widget elementor-widget-text-editor\" data-id=\"48b7e25\" data-element_type=\"widget\" data-e-type=\"widget\" data-no-translation=\"\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<style>.elementor-element-48b7e25{display:none !important}<\/style>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-83125af elementor-widget elementor-widget-text-editor\" data-id=\"83125af\" data-element_type=\"widget\" data-e-type=\"widget\" data-no-translation=\"\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<style>.elementor-element-83125af{display:none !important}<\/style>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-c443a0f elementor-widget elementor-widget-text-editor\" data-id=\"c443a0f\" data-element_type=\"widget\" data-e-type=\"widget\" data-no-translation=\"\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<style>.elementor-element-c443a0f{display:none !important}<\/style>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-c66238f elementor-widget elementor-widget-text-editor\" data-id=\"c66238f\" data-element_type=\"widget\" data-e-type=\"widget\" data-no-translation=\"\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h2>Lehrkompetenzen an Schulen: Was wirksamen Unterricht wirklich ausmacht<\/h2>\n<p>Warum ver\u00e4ndert eine Lehrkraft den Unterricht einer Klasse nachhaltig, w\u00e4hrend eine andere \u2014 mit denselben Qualifikationen und demselben Lehrplan \u2014 dabei k\u00e4mpft? Der Unterschied liegt selten im Fachwissen. Er liegt in einem Set professioneller Kompetenzen \u2014 p\u00e4dagogischer, digitaler und inklusiver Art \u2014, die sich benennen, entwickeln und zunehmend auch zertifizieren lassen. Dieser Leitfaden stellt die <strong>Lehrkompetenzen an Schulen<\/strong> vor, die die Forschung mit tiefem Lernen verbindet, und zeigt, warum ihre Benennung der erste Schritt zu ihrer gezielten F\u00f6rderung ist.<\/p>\n<h2>Qualifikationen beschreiben den Input \u2014 Kompetenzen beschreiben die Praxis<\/h2>\n<p>Ein Lehramtsstudium sagt aus, was jemand studiert hat. Dienstjahre sagen aus, wie lange jemand im Klassenzimmer steht. Keines von beidem sagt aus, was die Lehrkraft <em>tut<\/em>, wenn drei\u00dfig unterschiedliche Sch\u00fclerinnen und Sch\u00fcler mit drei\u00dfig verschiedenen Bed\u00fcrfnissen hereinkommen. Wirksames Unterrichten ist eine professionelle Praxis \u2014 und wie jede Praxis besteht sie aus spezifischen, beobachtbaren F\u00e4higkeiten, nicht aus angeborenem Talent.<\/p>\n<p>Diese Verschiebung der Perspektive ist f\u00fcr Schulleitungen entscheidend. Wenn wirksames Unterrichten ein Set von Kompetenzen ist, dann l\u00e4sst es sich beurteilen, entwickeln und nachweisen \u2014 statt es aus einem Zeugnis an der Wand abzuleiten.<\/p>\n<h2>Die sieben Kompetenzbereiche wirksamer Schullehre<\/h2>\n<p>Auf Grundlage des UNESCO-Kompetenzrahmens f\u00fcr Lehrende, von DigCompEdu sowie der OECD-Datenbasis aus der TALIS-Studie l\u00e4sst sich wirksamer Unterricht in sieben Bereiche gliedern.<\/p>\n<h3>1. Lehrplangestaltung und Unterrichtsplanung<\/h3>\n<p>Den Lehrplan in koh\u00e4rente, aufeinander aufbauende Lernsequenzen \u00fcbersetzen \u2014 nicht in eine Abfolge voneinander unabh\u00e4ngiger Einzelstunden.<\/p>\n<h3>2. Aktive und inklusive Unterrichtsmethoden<\/h3>\n<p>Methoden w\u00e4hlen, die alle Lernenden einbeziehen \u2014 auch jene, die auf andere Weise lernen \u2014, anstatt sich an der Mitte der Klasse zu orientieren.<\/p>\n<h3>3. Formative Beurteilung und Feedback<\/h3>\n<p>Beurteilung <em>f\u00fcr<\/em> das Lernen einsetzen \u2014 Verst\u00e4ndnis in Echtzeit pr\u00fcfen und Feedback geben, das Sch\u00fclerinnen und Sch\u00fcler handlungsf\u00e4hig macht \u2014, nicht nur Beurteilung <em>des<\/em> Lernens am Ende einer Einheit.<\/p>\n<h3>4. Klassenf\u00fchrung und Lernklima<\/h3>\n<p>Die Beziehungen, Routinen und psychologische Sicherheit aufbauen, in denen Lernende bereit sind, Risiken einzugehen und sich zu beteiligen.<\/p>\n<h3>5. Digitale Lehrkompetenzen<\/h3>\n<p>Technologie gezielt einsetzen, um das Lernen zu verbessern und die digitalen Kompetenzen der Sch\u00fclerinnen und Sch\u00fcler zu f\u00f6rdern \u2014 der Bereich, den der europ\u00e4ische DigCompEdu-Rahmen beschreibt (siehe unseren <a href=\"https:\/\/easec.eu\/digcompedu-schools-teachers\">DigCompEdu-Leitfaden f\u00fcr Schulen<\/a>).<\/p>\n<h3>6. Umgang mit Diversit\u00e4t und Inklusion<\/h3>\n<p>Den Unterricht so gestalten, dass Sch\u00fclerinnen und Sch\u00fcler mit unterschiedlichen Bed\u00fcrfnissen, Hintergr\u00fcnden und Ausgangsniveaus alle Fortschritte machen k\u00f6nnen \u2014 die Kompetenz, die Expertenlehrende am deutlichsten von anderen unterscheidet.<\/p>\n<h3>7. Professionelle Weiterentwicklung und Lehridentit\u00e4t<\/h3>\n<p>Unterrichten als sich entwickelndes Handwerk begreifen, die eigene Praxis reflektieren und sich mit Evidenz dar\u00fcber auseinandersetzen, was wirkt.<\/p>\n<h2>Warum Inklusion die Schl\u00fcsselkompetenz ist<\/h2>\n<p>Von allen sieben Bereichen ist inklusive Praxis jener, in dem die L\u00fccke zwischen kompetenten und expertenhaften Lehrkr\u00e4ften am gr\u00f6\u00dften ist \u2014 und in dem sie f\u00fcr Bildungsgerechtigkeit am meisten z\u00e4hlt. Zwei Lehrkr\u00e4fte k\u00f6nnen gleich gut planen; doch wer im Moment des Unterrichtens spontan auf die Sch\u00fclerin reagieren kann, die den Anschluss verloren hat, auf den Sch\u00fcler, der unterfordert ist, und auf das Kind, das verunsichert ist \u2014 die oder der ist es, die Ergebnisse ver\u00e4ndert. Und es ist genau die Kompetenz, die traditionelle Qualifikationsnachweise am wenigsten erfassen.<\/p>\n<h2>Von der Annahme zur Evidenz<\/h2>\n<p>Die meisten Schulsysteme schlie\u00dfen auf Unterrichtsqualit\u00e4t aus Abschl\u00fcssen und Momentaufnahmen durch Schulinspektionen. Die n\u00fctzlichere Frage lautet: Auf welchem <em>Niveau<\/em> liegt jede Kompetenz \u2014 bei jeder einzelnen Lehrkraft \u2014, auf einer Skala, die \u00fcberall dasselbe bedeutet? Diese Frage zu beantworten erfordert Messung: validierte, situationsbezogene Beurteilung statt Zufriedenheitsformular oder Einzelhospitation.<\/p>\n<p>Genau das erm\u00f6glicht Schulen den Schritt von \u201eWir haben gute Lehrkr\u00e4fte&#8221; zu einem belegbaren, entwicklungsorientierten Bild der Unterrichtsqualit\u00e4t: wo die St\u00e4rken liegen, wo Investitionen sinnvoll sind und wie Kompetenz im Verlauf der Zeit w\u00e4chst.<\/p>\n<h2>Was das f\u00fcr Schulleitungen bedeutet<\/h2>\n<p>Die sieben Kompetenzbereiche geben Schulen eine gemeinsame Sprache f\u00fcr Personalgewinnung, Lehrerfortbildung und Qualit\u00e4tssicherung. Sie machen aus vagen Urteilen \u00fcber Unterricht konkrete F\u00e4higkeiten, die sich gezielt aufbauen \u2014 und, wenn es darauf ankommt, gegen einen europ\u00e4ischen Standard zertifizieren lassen.<\/p>\n<p>Die Schulen, die im n\u00e4chsten Jahrzehnt erfolgreich sind, werden jene sein, die Unterrichtskompetenz als etwas betrachten, das aufgebaut und nachgewiesen wird \u2014 nicht als etwas, auf das man hofft.<\/p>\n<blockquote>\n<p>Entdecken Sie, wie die digitale Dimension im <a href=\"https:\/\/easec.eu\/digcompedu-schools-teachers\">DigCompEdu-Leitfaden f\u00fcr Schulen<\/a> funktioniert, oder erfahren Sie, wie EASEC die sieben Kompetenzbereiche in der <a href=\"https:\/\/easec.eu\/certifications\/school-teaching-competency-certification\">Zertifizierung f\u00fcr Schullehrkr\u00e4fte<\/a> misst.<\/p>\n<\/blockquote>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-3f978e6 elementor-widget elementor-widget-text-editor\" data-id=\"3f978e6\" data-element_type=\"widget\" data-e-type=\"widget\" data-no-translation=\"\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<style>.elementor-element-3f978e6{display:none !important}<\/style>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>","protected":false},"excerpt":{"rendered":"<p>Wie der europ\u00e4ische DigCompEdu-Rahmen auf Lehrkr\u00e4fte an Schulen angewendet wird: die sechs Bereiche, die Kompetenzstufen und der Weg von der Selbstreflexion zum zertifizierten Nachweis.<\/p>","protected":false},"author":2,"featured_media":49392,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1,313,277],"tags":[22,315,182,316],"class_list":["post-49391","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-easec","category-professional-competency-certifications","category-schools","tag-easec","tag-easec-dcae","tag-european-certification","tag-school-teaching-competency-certification"],"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v28.3 (Yoast SEO v28.3) - https:\/\/yoast.com\/product\/yoast-seo-premium-wordpress\/ -->\n<title>Teacher Digital Competence in Schools: 6 Areas That Matter | EASEC \u2013 European Soft Skills Certification<\/title>\n<meta name=\"description\" content=\"How the EU DigCompEdu framework applies to school teachers: the six areas, proficiency levels, and moving from self-reflection to certified proof.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/easec.eu\/de\/digcompedu-lehrkraefte-schulen\/\" \/>\n<meta property=\"og:locale\" content=\"de_DE\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"DigCompEdu for Schools: Building Teachers&#039; 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