Synopsis

Abstract

Teaching in the twenty first century is characterized by a variety of complex professional tasks and demands (Assuncao Flores, 2012; Høigaard, Giske, & Sundsli, 2011; Pransky, 2008; Schultz & Ravitch, 2013). One essential requirement that teachers are faced with in their professional routines, especially in recent years, is the counseling of students and parents (Grewe, 2005; Guli, 2005; Hertel, Bruder, Jude, & Steinert, 2013; Schnebel, 2007). Consequently, counseling is specified as a central pedagogical task in government recommendations and standards for teacher education all over the world (e.g., National Commission on Teaching and America’s Future, 1997; Standing Conference of the Ministers of Education and Cultural Affairs of the States in the Federal Republic of Germany, 2004). Moreover, counseling competence has been implemented in concepts of teachers’ professional competences (e.g., Baumert & Kunter, 2011).