The ongoing digitalization in the training sector produces new demands on the media‐didactical competence of trainers. We conducted an online survey of 279 trainers in Germany to investigate the relationships among media‐didactical competence, media‐didactical self‐efficacy, attitudes toward the use of digital media and the actual use of digital media in training. Furthermore, we compared trainers who attended a course on digital media with trainers who did not attend such a course. The analysis of the theoretically expected correlations between the variables resulted in not all hypotheses being accepted. The analysis of the group differences showed that the trainers who attended a course on digital media had higher media‐didactical competence and media‐didactical self‐efficacy scores and used digital media more often in training. There was no significant difference in negative attitudes. The implications for the promotion of the media‐didactical competence of trainers are discussed.

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Zusammenfassung Über die Qualifikationen von Lehrenden in der beruflich-betrieblichen Weiterbildung in Deutschland ist bisher wenig bekannt, da sie in den meisten Erhebungen zum Weiterbildungspersonal unterrepräsentiert und/oder als Teilgruppe nicht explizit ausgewiesen sind. Der vorliegende Beitrag untersucht daher deskriptiv die Qualifikationen von N = 896 Lehrenden in der beruflich-betrieblichen Weiterbildung und vergleicht die Befunde mit den Ergebnissen anderer Studien. Die Lehrenden gaben ähnlich häufig an, einen Hochschulabschluss zu besitzen (70,9 %), allerdings wurden pädagogische Hochschulabschlüsse seltener genannt (16,5 %). Trainerausbildungen und/oder andere Zusatzqualifikationen wurden dagegen häufiger angegeben (86,4 %). Insgesamt scheinen Lehrende in der beruflichbetrieblichen Weiterbildung ein hohes Qualifikationsniveau zu besitzen, wobei es sich jedoch selten um ausgebildete Pädagog/innen handelt. Im Hinblick auf die Professionalisierung im Weiterbildungsbereich erscheint es lohnend, diese Teilgruppe des Weiterbildungspersonals als solche zukünftig genauer zu untersuchen.

Teaching approaches have been shown to be an important aspect of teaching in school or higher education. Although differing approaches to teaching may play a role in the outcome of professional trainings, they have not yet been further studied in this context. It is first necessary to determine whether the existing approaches to teaching construct can be transferred to the context of professional training and how approaches to teaching can be operationalized for future studies. For a multi-perspective view, we conducted 45 interviews with trainers, human resource development practitioners and trainees. The interviews were analyzed by qualitative content analysis. Our results show that the construct can be transferred to professional training. However, to apply the approaches to teaching construct to professional training, some of the underlying categories must be modified. Furthermore, we discuss the need to include new aspects, such as the category of transfer. Implications for further research are presented, including the development of a measurement instrument based on the results.

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