Lehrerprofessionalität und selbstgesteuertes Lernen

The article follows the question how diverse, challenging and complex the work as a teacher in school and class really is and which requirements arise from the tasks and problems they are confronted with. Illustrated by the example of self-regulated learning and self-efficacy as a task-related motivational factor it can be shown that teachers are more focussed on the educational development process of individual skills and interest rather than shaping students for a specific task profile. In this respect it is all about a systematic approach to improve education and learning processes. Against this background the article deals with the question which competencies are required by teachers und how they can be enabled to meet expected educational performance goals on a regular basis.