Changes in the European labour market, such as the number of vacant positions, new findings concerning the interdependence between social background and educational success, as well as new target groups resulting from the influx of refugees in recent years and the programmatic claim of inclusion of people with disabilities (Euler & Severin, 2020) pose societal challenges connected to diversity for European VET. International comparative VET research can make a decisive contribution here by sharing proven approaches and learning from each other (Pilz, 2017). At this point, ambiguous conceptual understandings in the context of diversity as well as a multitude of different approaches in dealing with diversity prove to be difficult.

Dealing with diversity is taken up by different concepts that either address individual diversity factors (e.g. disability, ethnic-cultural background) or diversity as a whole (e.g. broad understanding of inclusion, diversity management). The perspective on diversity, the distribution of roles in dealing with diversity as well as the associated changes in VET institutions and structures are also seen differently, depending on the concept and the understanding behind it. The authors (Kimmelmann et al, 2022; Pool Maag et al, submitted) suggest international comparative analysis focusing the wider interpretation of inclusion in dealing with diversity.

Common to all concepts is the goal of achieving equal opportunities for all learners, regardless of diversity factors. This presupposes the use of the learners' potential (potential orientation instead of deficit orientation) and requires a fundamental sensitisation and professionalisation of VET staff (Zoyke, 2016; Bach 2018) with a view to the challenges and opportunities of diversity as a cutting-cross category. However, this requires more research on diversity-oriented professionalisation of VET staff. In particular, there is a lack of analyses of competence requirements for vocational school teachers and student teachers connected to diversity in a broad sense, taking into account specific competences for dealing with individual diversity characteristics. This is where the present study comes in and investigates the following research question:

How to model competence requirements for an inclusive approach to diversity in teacher education for vocational schools?

Based on this question, the aim of the paper is to formulate recommendations/frameworks for teacher education for VET schools in the context of diversity-orientation, in order to contribute to inclusive, equitable and quality education.

For this, a discussion of competences and their modelling in teacher education must first take place. The understanding of competence is subject to various conceptualisations. Many models refer to Weinert's concept of competence (2001), which integrates cognitive abilities and motivational, volitional, and social skills. Competency models on professional action competencies have been developed since the 2000s, which structure the skills and abilities of (prospective) teachers in different competency facets and thus make them accessible to a detailed empirical investigation (Baumert & Kunter, 2011; Blömeke et al, 2010). The theoretical construct of action competence comprehensively combines those cognitive and noncognitive aspects into a complex system. Acting competent means to mobilise individual resources and orchestrate them in a complex situation (Rychen & Salganik, 2003).

Existing curricula, standards and competence models in teacher education addressing diversity can be differentiated whether they focus diversity and inclusion comprehensively or specific diversity factors only. In order to integrate the topic into teacher education and training on a most holistic level, the study incorporate broad and specific patterns at the same time.

Based on Weinert's tripartite understanding of competences as well as an analysis of general and diversity-related competence models/standards/curricula, a competence model was elaborated by four researchers from DACH countries (Germany, Austria, Switzerland) within the framework of the presented study, which anchors diversity as an integral part of a future-oriented teacher education for VET.

Qualitative research is oriented towards social reality and provides methods to better understand complex processes and structures (Flick et al, 2019). This article deals with the constructs of diversity, competence models and teacher training in VET, the complexity of which can be found in different conceptual understandings on the one hand and appears even more complex in their relational contexts on the other. A qualitative literature analysis was chosen as the research method, the systematics of which were mapped in four steps. In a first step (1), a literature search was conducted on the keywords competence, competence models, teacher education in general and for VET, diversity, diversity management, focusing on current literature from the year 2000 onwards. In addition, (2) the quality of the sources was checked in collaborative online sessions of the research team. For this purpose, the criteria system proposed by Döring & Bortz (2016) was adapted to the objectives of the article and the intersubjective comprehensibility, relevance, consistency and limitations of the studies were used as review criteria. The data obtained in this way were summarised in a table. Subsequently, (3) content analysis (Mayring, 2010) was applied by deriving categories inductively from the existing material. This step was carried out by paraphrasing, generalisation to a previously defined level of abstraction and a multi-level reduction of the text passages. From the analysis of the competence models, the categories "attitudes", "knowledge" and "skills" proved to be target-oriented for the assignment of competence requirements. In a parallel analytical step, (4) competences connected to dealing with diversity and inclusion were derived in a comparable analysis from curricula/standards/models in teacher education and training. Identified competences were paraphrased and summarized into units within the three-categorial structure. Both general education and vocational training models were included. Comparisons in the sense of interpersonal validation are recommended as a quality criterion of qualitative research (Döring & Bortz, 2016). Here, the communicative validation of the document analysis forms the process to check the validity of the analysis (Flick et al, 2019; Lamnek, 2010). This process took place with the involvement of the researchers and thus represents a form of expert validation. The results of the document analysis were evaluated with regard to their suitability, value and validity within the research group.

The result of this study is a model for teacher education and training in VET that maps competence requirements in the context of diversity along the three areas of attitudes, knowledge and skills. In the presentation of the results, a distinction is made as to whether the competence requirements are directed at teachers in all VET contexts, activity profiles and development levels (from novice to expert). While attitudes and internalised values/convictions influence the basic motivation to participate in diversity-oriented education, readiness to act, self-efficacy and self-regulation are decisive for a sustainable implementation of corresponding strategies in one's own actions as a teacher. The basis of the knowledge acquisition of teachers are fundamental areas of knowledge in connection with a diversity-oriented implementation of individual didactic approaches. More complex knowledge areas, on the other hand, pick up complementary knowledge that is crucial in key positions, such as diagnosis competences. The share of special educational knowledge (in the sense of knowledge about certain diversity characteristics, areas of support or concepts for dealing with it) is at the top of the competence model and can be counted among the expert knowledge of individual actors. Necessary skills and abilities of teachers can be located along three areas of action in connection with the implementation of an inclusion-oriented approach to diversity in vocational schools: 1. diversity-oriented organisational development and anchoring of structures, 2. cooperation with internal and external partners in the sense of an inclusion-oriented approach to diversity and 3. diversity-oriented methodology and didactics. The results can be an occasion for a European discussion and corresponding projects dealing with the competences and their promotion (joint curricula development) as well as their evaluation.

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