Using a sample of 110 persons, this study examined the "advocatory approach" for predicting the quality of (VET) teacher's competency profiles. The participants (teachers, experts, non-teachers) observed a concrete teaching behaviour using a film vignette, and judged it by means of different quality criteria. The hypothesis that differences in the groups, who evaluate, elicit differing sensitivity about the quality of specified teaching competencies (and not teaching performance) was mostly confirmed. We suggest that teachers can individually compare their values with expert values and non-teacher values, and thus use the discrepancies in quality sensitivity for the purposes of self-guided in-service training.

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