The development of lesson plans (Unterrichtsentwürfe) constitutes an integral component of the professional education of future teachers at vocational schools. This process occurs sequentially in the first and second phases of their formal education. The two-phase training program for teachers in Germany is comprised of a university phase and a teacher training college phase. The first phase of the program is dedicated to the acquisition of subject-specific didactic fundamentals, which are subsequently augmented by practical experiences at vocational schools. In the second phase, the focus shifts to practical experience at vocational schools, which is enhanced by theoretical input at the teacher training college (Studienseminar). In both cases, the lesson plans function as a bridge between theoretical concepts and practical applications.

The lesson plans are characterized by a relatively fixed structure. They include the following elements: a description of the context conditions (e.g., target group); the curricular requirements; the content of the lesson (e.g. factual structure of the content); and the planning decisions (e.g. learning objectives, methodological time planning). Moreover, the document provides information regarding potential problems that may arise during the lesson and outlines planning alternatives.

Beginners often encounter challenges in the development of lesson plans, and the utilization of AI tools can serve as a valuable support system for the training of future teachers. Additionally, the integration of AI tools can serve as a source of methodological and subject-specific inspiration for experienced teachers (in training), thereby expanding their methodological repertoire. The resulting methodological diversity is of particular importance in the field of fundamentals of electrical engineering, as the abstract nature of the content and its mathematical description present content-related challenges. The implementation of meticulous and methodical lesson planning can serve as a counteragent against these challenges. In consideration of the problems, the following research question is posited:

What potential might current AI tools have for creating lesson plans in the field of the fundamentals of electrical engineering?
In order to address the research question, this paper first presents a standard lecture plan used in the context of vocational education. Subsequently, a catalogue of evaluation criteria will be formulated to objectify the assessment of lesson plans. It is evident that objective evaluation of such complex documents is unattainable; consequently, the catalogue serves as an approximation of objective evaluation. Furthermore, prompts are developed to regulate the functions of ChatGPT and Gemini. The decision to utilize these AI tools is derived from the recognition that ChatGPT is currently the most prominent tool, and Gemini was identified as the optimal selection for educational applications in a separate study conducted by the author. The lesson plans created by the two AI tools will then be evaluated in an initial version and several AI-optimised versions using the catalogue. It is important to note that the present paper is not designed to offer a comprehensive response to the research question. Instead, it establishes a foundation for subsequent endeavours in this domain, encompassing both research and the preparation of future educators. This paper aims to initiate a didactic discourse.

Keywords: Constructivist didactics of electrical engineering, fundamentals of electrical engineering, training program for teachers.