Diversity competence (?) – Reconstructions of orientation frameworks in STEM teaching

In the context of a diverse student body and the related educational policy objectives, diversity-competences in teaching are indispensable. This study applies a reconstructive analysis of qualitative interviews to determine which orientation frameworks support the handling of diversity in STEM teaching and to what extent teachers incorporate the handling of diversity into their professional self-images. Furthermore, the structures of the diversity-oriented professionalisation processes that affect teachers’ professional self-images are considered.