The subject didactics of nutrition and home economics acts in connection with subject science and vocational pedagogy. The focus is on teaching-learning processes in the vocational field of nutrition and home economics. Based on action-oriented teaching concepts, subject-specific topics are analysed and methodically-didactically designed.


Central domain-specific questions are the design of inclusive learning environments and teaching scenarios that reflect the digital transformation in schools and professions.  

ECER Kongress Glasgow 2023 The Value of Diversity in Education and Educational Research

ECER Congress Glasgow 2023: The Value of Diversity in Education and Educational Research

Dr. Susanne Miesera was represented at the ECER with two contributions. Together with the Canadian-German network, she, along with Jacqueline Specht from Western University, Jamie Metsala from University Mount Saint Vincent, and Donna McGhie-Richmond from the University of Victoria, presented research results on the comparative analysis of prospective teachers in Canada and Germany. The study, employing a quantitative research design, examined whether prospective teachers from Germany and Canada differ in their efficacy for inclusive practices and how the country, gender, experience with individuals with diverse educational needs, and beliefs about inclusion impact the self-efficacy of prospective teachers. The publication of the study is scheduled for the end of 2023.

In collaboration with the German-speaking countries' network (Germany, Austria, and Switzerland), she, alongside colleagues Daniela Moser from PH Steiermark, Nicole Kimmelmann from Friedrich-Alexander-Universität Erlangen-Nürnberg, and Silvia Pool Maag from PH Zürich, presented the results of the analysis and modeling of competency requirements for diversity-oriented teacher training and further education for vocational education instructors. The result of this qualitative study is a model for the training and development of vocational education teachers, outlining competency requirements in the context of diversity across the three domains: attitudes, knowledge, and skills. The presentation of the results distinguishes whether the competency requirements are aimed at teachers in all vocational education contexts, job profiles, and developmental stages (from novice to expert).

The study was published in: "Trends in Vocational Education and Training Research, Vol. VI. Proceedings of the European Conference on Educational Research (ECER), Vocational Education and Training Network (VETNET), VETNET (9798854653626).";

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