Lehrplankoordinatoren

Bildung und Ausbildung

KI-Exposition

Datenquelle: BLSVeröffentlicht: '26.08
Sehr hoch· relativ
NiedrigVier relative BänderSehr hoch
Wert auf Berufsgruppenebene
Skala, Bezugsmenge und Quelle
Vier relative Bänder (Niedrig / Mittel / Hoch / Sehr hoch)
831 detaillierte Berufe in der BLS-Beschäftigungsprojektionstabelle. Der Wert wird je Code der National Employment Matrix (NEM) vergeben, daher erhalten Berufe mit demselben NEM-Code dasselbe Band
Quelldatensatz (XLSX-Download)
Datenquelle: AnthropicVeröffentlicht: '26.03
0.304
0.000Spannweite der hier geführten Werte0.745
Skala, Bezugsmenge und Quelle
Index der beobachteten Exposition, 0–1 wie veröffentlicht
Auf O*NET-Aufgaben abgebildet
Quelldatensatz
Datenquelle: ILOVeröffentlicht: '25
0.39
0.09Spannweite der hier geführten Werte0.70
Wert auf Berufsgruppenebene
Skala, Bezugsmenge und Quelle
Index der Exposition gegenüber generativer KI, 0–1 wie veröffentlicht
ISCO-08-Berufsgattung — alle Berufe mit demselben Code erhalten diesen Wert
Von dieser Website berechnet, nicht von der IAO veröffentlicht: Von den 1.012 Berufen, die diese Website mit dem IAO-Datensatz verknüpft, erreichen oder übertreffen 44% diesen Wert.
Quelldatensatz

Welche Art von Wert diese Quelle veröffentlicht

Die Kategorie von BLS ist ein relativer Rang und kein absolutes Niveau, und sie ist keine eigene Messung: Sie fasst die Perzentilränge des Berufs aus mehreren veröffentlichten Studien in vier Bänder zusammen. Sie ist weder eine Beschäftigungs- oder Lohnprognose noch eine Einführungswahrscheinlichkeit und unterscheidet nicht zwischen Automatisierung und Augmentierung.

Task-level exposure

12 ausgeblendete Aufgaben anzeigen

Task	Claude.aiRaw / share %	APIRaw / share %
Develop instructional materials to be used by educators and instructors. 25-9031	0.771941.0	0.208438.6
Develop instructional materials, such as lesson plans, handouts, or examinations. 25-9031	0.589131.3	0.191835.5
Provide technical advice on the use of current instructional technologies, including computer-based training, desktop videoconferencing, multimedia, and distance learning technologies. 25-9031	0.12436.6	0.00981.8
Edit instructional materials, such as books, simulation exercises, lesson plans, instructor guides, and tests. 25-9031	0.12126.4	0.01592.9
Develop instructional materials and products for technology-based redesign of courses. 25-9031	0.06233.3	0.02885.3
Adapt instructional content or delivery methods for different levels or types of learners. 25-9031	0.05292.8	0.01773.3
Provide technical support to clients in the implementation of designed instruction or in task analyses and instructional systems design. 25-9031	0.01931.0	0.00881.6
Advise and teach students. 25-9031	0.01861.0	0.00170.3
Teach instructors to use instructional technology or to integrate technology with teaching. 25-9031	0.01420.8	—0
Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems. 25-9031	0.01230.7	0.00470.9
Design instructional aids for stand-alone or instructor-led classroom or online use. 25-9031	0.01080.6	0.00651.2
Develop instruction or training roadmaps for online and blended learning programs. 25-9031	0.01030.5	—0
Design learning products, including web-based aids or electronic performance support systems. 25-9031	0.00840.4	0.00531.0
Define instructional, learning, or performance objectives. 25-9031	0.00750.4	0.00310.6
Develop measurement tools to evaluate the effectiveness of instruction or training interventions. 25-9031	0.00730.4	0.00771.4
Analyze performance data to determine effectiveness of instructional systems, courses, or instructional materials. 25-9031	0.00670.4	0.01302.4
Develop tests, questionnaires, and procedures that measure the effectiveness of curricula and use these tools to determine whether program objectives are being met. 25-9031	0.00600.3	0.00981.8
Present and make recommendations regarding course design, technology, and instruction delivery options. 25-9031	0.00550.3	0.00230.4
Conduct needs assessments and strategic learning assessments to develop the basis for curriculum development or to update curricula. 25-9031	0.00530.3	—0
Interview subject matter experts or conduct other research to develop instructional content. 25-9031	0.00350.2	—0
Recommend instructional methods, such as individual or group instruction, self-study, lectures, demonstrations, simulation exercises, and role-playing, appropriate for content and learner characteristics. 25-9031	0.00340.2	—0
Prepare grant proposals, budgets, and program policies and goals or assist in their preparation. 25-9031	0.00320.2	—0
Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids. 25-9031	0.00300.2	—0
Organize production and design of curriculum materials. 25-9031	0.00280.1	—0
Recommend changes to curricula or delivery methods, based on information such as instructional effectiveness data, current or future performance requirements, feasibility, and costs. 25-9031	0.00280.1	—0
Provide analytical support for the design and development of training curricula, learning strategies, educational policies, or courseware standards. 25-9031	0.00280.1	—0
Develop master course documentation or manuals according to applicable accreditation, certification, or other requirements. 25-9031	0.00230.1	—0
Observe and provide feedback on instructional techniques, presentation methods, or instructional aids. 25-9031	0.00190.1	—0
Research and evaluate emerging instructional technologies or methods. 25-9031	0.00160.1	0.00180.3
Assess effectiveness and efficiency of instruction according to ease of instructional technology use and student learning, knowledge transfer, and satisfaction.	—0	0.00330.6
20 weitere Aufgaben anzeigen ▾Weniger anzeigen ▴

Values in this tab are predicted labels, not observations. Eloundou et al. (2023) published two rating regimes — human raters and GPT-4 — and the β shown here is derived from the GPT-4 rater basis alone; the same task can take a different value under the other regime. The unit and the meaning differ from the observed shares (%) in the other tabs, so do not place them on the same axis.

Task	βE1 + 0.5 × E2
Interpret and enforce provisions of state education codes and rules and regulations of state education boards. O*NET Task ID 6867	1.0
Prepare or approve manuals, guidelines, and reports on state educational policies and practices for distribution to school districts. O*NET Task ID 6878	1.0
Define instructional, learning, or performance objectives. O*NET Task ID 22441	1.0
Develop instructional materials, such as lesson plans, handouts, or examinations. O*NET Task ID 22444	1.0
Develop master course documentation or manuals according to applicable accreditation, certification, or other requirements. O*NET Task ID 22445	1.0
Edit instructional materials, such as books, simulation exercises, lesson plans, instructor guides, and tests. O*NET Task ID 22447	1.0
Advise teaching and administrative staff in curriculum development, use of materials and equipment, and implementation of state and federal programs and procedures. O*NET Task ID 6865	0.5
Recommend, order, or authorize purchase of instructional materials, supplies, equipment, and visual aids designed to meet student educational needs and district standards. O*NET Task ID 6866	0.5
Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems. O*NET Task ID 6870	0.5
Prepare grant proposals, budgets, and program policies and goals or assist in their preparation. O*NET Task ID 6873	0.5
Update the content of educational programs to ensure that students are being trained with equipment and processes that are technologically current. O*NET Task ID 6875	0.5
Advise and teach students. O*NET Task ID 6877	0.5
Coordinate activities of workers engaged in cataloging, distributing, and maintaining educational materials and equipment in curriculum libraries and laboratories. O*NET Task ID 6881	0.5
Adapt instructional content or delivery methods for different levels or types of learners. O*NET Task ID 22437	0.5
Analyze performance data to determine effectiveness of instructional systems, courses, or instructional materials. O*NET Task ID 22438	0.5
Assess effectiveness and efficiency of instruction according to ease of instructional technology use and student learning, knowledge transfer, and satisfaction. O*NET Task ID 22439	0.5
Conduct needs assessments and strategic learning assessments to develop the basis for curriculum development or to update curricula. O*NET Task ID 22440	0.5
Design instructional aids for stand-alone or instructor-led classroom or online use. O*NET Task ID 22442	0.5
Design learning products, including Web-based aids or electronic performance support systems. O*NET Task ID 22443	0.5
Develop measurement tools to evaluate the effectiveness of instruction or training interventions. O*NET Task ID 22446	0.5
Interview subject-matter experts or conduct other research to develop instructional content. O*NET Task ID 22448	0.5
Present and make recommendations regarding course design, technology, and instruction delivery options. O*NET Task ID 22449	0.5
Provide analytical support for the design and development of training curricula, learning strategies, educational policies, or courseware standards. O*NET Task ID 22450	0.5
Recommend changes to curricula or delivery methods, based on information such as instructional effectiveness data, current or future performance requirements, feasibility, and costs. O*NET Task ID 22451	0.5
Research and evaluate emerging instructional technologies or methods. O*NET Task ID 22452	0.5
Teach instructors to use instructional technology or to integrate technology with teaching. O*NET Task ID 22453	0.5
16 weitere Aufgaben anzeigen ▾Weniger anzeigen ▴

β = E1 + 0.5 × E2 · E1 = tasks where direct LLM access alone cuts time by at least 50%, E2 = tasks where software built on top of an LLM cuts time by at least 50%. Values take only 0 / 0.5 / 1.0.

Data sources & licenses — O*NET®, Anthropic Economic Index, Eloundou et al. (2023): see full notices on the Credits page

Occupation information

ILO

ESCO occupational vocabulary

Bildungsforscher/BildungsforscherinESCO 2351.2
Bildungsforscher/Bildungsforscherinnen führen Forschung im Bildungsbereich durch. Sie sind bestrebt, das Wissen darüber zu erweitern, wie Bildungsprozesse, Bildungssysteme und einzelne Personen (Lehrkräfte und Lernende) arbeiten. Sie identifizieren Verbesserungsbedarf und entwickeln Pläne für die Umsetzung von Innovationen. Sie beraten Gesetzgeber und Politikschaffende in Bildungsfragen und unterstützen die bildungspolitische Planung.
Koordinator für Sonderpädagogik/Koordinatorin für SonderpädagogikESCO 2351.4
Koordinatoren für Sonderpädagogik/Koordinatorinnen für Sonderpädagogiküberwachen Programme und Aktivitäten, die Kinder mit einer Vielfalt von Behinderungen pädagogisch fördern. Sie stellen sicher, dass sie die neuesten Entwicklungen in der Sonderpädagogikforschung auf kennen, um diese in die speziellen Prozesse einfließen zu lassen, die erforderlich sind, um das Wachstums- und Lernpotenzial von Schülern und Schülerinnen mit sonderpädagogischem Förderbedarf zu maximieren, und sie beraten den Direktor/die Direktorin für Sonderpädagogik zu diesen Entwicklungen und schlagen neue Programme vor.
Schulaufsichtsbeamter/SchulaufsichtsbeamtinESCO 2351.3
Schulaufsichtsbeamte/Schulaufsichtsbeamtinnen besuchen Schulen, um sicherzustellen, dass das Personal seine Aufgaben im Einklang mit den Bildungsvorschriften wahrnimmt. Zudem prüfen sie, dass die Schulleitung, das Schulgelände und die Einrichtungen und Anlagen den Vorschriften entsprechen. Sie beobachten Unterrichtsstunden und prüfen Aufzeichnungen, um die Schule zu bewerten und Berichte zu verfassen. Sie geben Feedback und machen Verbesserungsvorschläge und melden die Ergebnisse an höhere Stellen. Manchmal bereiten sie auch Schulungskurse vor und organisieren Konferenzen, an denen die Fachlehrkräfte teilnehmen sollten.
Lehrplanforscher/LehrplanforscherinESCO 2351.1
Lehrplanforscher/Lehrplanforscherinnen entwickeln und verbessern die Lehrpläne von Bildungseinrichtungen. Sie analysieren die Qualität der bestehenden Lehrpläne und arbeiten an Verbesserungen. Sie kommunizieren mit Bildungsfachleuten, damit die Analyse den tatsächlichen Verhältnissen entspricht. Sie berichten über Lehrplanentwicklungen und nehmen Verwaltungsaufgaben wahr.

Source: European Commission, DG EMPL — ESCO API 2026-08-08 (bridge v1.2.1)

License: CC BY 4.0 (EU Reuse Notice)

View original

ESCO reuse terms and the modification notice are in Credits.

KEIS'25

Shown in the original Korean. This dataset is published under KOGL Type 4, which prohibits derivative works including translation, so the text is reproduced unaltered.

보조교사KNOW K000000849
Job outlook: 증가(10%) 현상유지(13%) 감소(77%)
Wages (10,000 KRW): lower(25%) 2.475K average(50%) 2.8K upper(25%) 3.125K
minacross 461 KNOW occupationsmax
Job satisfaction: 63.1
minacross 461 KNOW occupationsmax
Details
Duties
- -신체적·정신적 장애가 있는 특별한 도움을 필요로 하는 학생들을 도와준다.
- -교실, 운동장, 체육관, 식당 등에서 학생들의 행동을 지휘한다.
- -선생님이 내준 숙제를 하거나 학습개념을 익히는 것을 돕기 위해 개별적으로 학생들을 가르치고 지원한다.
- -학생들이 규칙을 위배하는 것을 감시한다.
- -학생들에게 더 나은 수업을 하기 위해서 교사와 협의하여 할당할 과제에 대해 토의한다.
- -부상을 방지하기 위해 장비나 재료의 사용방법에 대해서 알려주고 모니터링한다.
- -학생들이 얼마나 진전이 있었는가를 평가하기 위해서 관련 기록을 하고 학생들의 수행을 관찰한다.
- -선생님의 지시와 안내에 따라 강의, 토의 혹은 역할수행 등의 방법을 사용하여 학생들에게 어떠한 주제에 대하여 발표한다.
- -수업자재, 게시판 그리고 장비 등을 준비한다.
- -학생들의 신체적·정신적·사회적 발달을 위하여 게임이나 레크레이션 활동을 기획하고 진행한다.
- -학생들에게 교과서, 워크북, 종이와 펜과 같은 학습도구를 나누어 준다.
- -학생들의 눈높이와 개념발달 수준에 맞추어 학생들이 수업 중에 한 일을 배열한다.
- -발표를 보충하기 위하여 컴퓨터 시청각자료 그리고 다른 장비나 재료를 사용한다.
- -필요한 경우에 교사 모임에 참석하여 발언한다
- -자료들을 컴퓨터에 입력하고 파일로 만들고 복사한다.
- -반복적으로 사용되는 학습도구의 내구성을 높이기 위해 코팅한다.
See details on KNOW (Korea Employment Information Service) (external site)
Work abilities
가르치기(99) · 물적자원 관리(90) · 청력(87) · 학습전략(85) · 시력(80)
Knowledge
교육 및 훈련(79) · 상담(68) · 심리(65) · 사회와 인류(58) · 영어(56)
Work environment
서서 근무(77) · 다른 사람과 신체적 접촉(73) · 갈등 상황(71) · 걷거나 뛰기(71) · 연설, 발표, 회의하기(69)
Related occupations
교재·교구 및 이러닝전문가
교재·교구 및 이러닝전문가KNOW K000001149
Job outlook: 증가(25%) 현상유지(22%) 감소(51%)
Wages (10,000 KRW): lower(25%) 3.9K average(50%) 4.5K upper(25%) 7.2K
minacross 461 KNOW occupationsmax
Job satisfaction: 68.2
minacross 461 KNOW occupationsmax
Details
Duties
- -교육대상자의 특성에 대해 연구한다.
- -교수 효과를 최대화 할 수 있는 교재나 교구에 대해 연구·개발한다.
- -이러닝 교육과목이 선정되면 요구사항을 반영하여 교육대상, 교육방법, 효과적인 구성, 시간안배 등을 기획하고 설계한 뒤 사이버 공간이라는 환경에 맞게 학습내용을 가공한다.
- -내용전문가(SME)가 제시한 학습내용 및 학습자원 등을 교수설계 원리에 기초하여 최적의 학습전략을 세우고 학습방법을 설계한다.
- -그림이나 동영상, 텍스트 등 학습자가 가장 잘 이해하고 받아들일 수 있는 형태로 스토리보드를 작성한다.
See details on KNOW (Korea Employment Information Service) (external site)
Work abilities
학습전략(99) · 가르치기(97) · 서비스 지향(94) · 글쓰기(93) · 창의력(92)
Knowledge
교육 및 훈련(89) · 사무(83) · 인사(83) · 경영 및 행정(80) · 디자인(79)
Work environment
재택근무(97) · 앉아서 근무(87) · 연설, 발표, 회의하기(86) · 이메일 이용하기(86) · 공문, 문서 주고받기(86)
Related occupations
보조교사

The KNOW occupations and KECO codes listed here were linked to this page's occupation by this site; this is not a correspondence defined by the Korea Employment Information Service or the Ministry of Employment and Labor.

KI-Exposition

Task-level exposure

Occupation information

ILO occupational description

ESCO occupational vocabulary