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Vocational didactic knowledge has a high value in vocational teacher education (Becker, 2013). This includes knowledge about the professions and the vocational field itself. This kind of knowledge can be promoted through didactic work analysis (Niethammer, 2006). Therefore, in vocational education and training (VET) it is assumed that a focus on work processes in teaching-learning settings will add value for future teachers (Rauner and Ahrens 2021).
In the vocational field of nutrition and home economics, empirical evidence is lacking for service-oriented occupations in the accommodation and catering sector. In order to promote digital, reflexive, occupational and field-related didactic competences of future teachers using occupational-didactic work analyses (Niethammer, 2006), a teaching concept was developed. The following questions were addressed:
- Can occupational-didactic work analysis be transferred to service-oriented occupations in the hotel and restaurant sector?
- How do teacher students evaluate the use of these job analyses for lesson preparation?
- How do educators and learners in the VET system evaluate the created digital teaching-learning settings?
First results of a qualitative evaluation of the use of the developed digital teaching-learning settings and the teaching concept will be presented.