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Artificial intelligence (AI) competence becomes a key competence for teachers. However, current research on the acceptance and use of AI in classroom practice with a specific focus on teachers AI competence is scarce. This study builds on an AI competence model and investigates predispositions of AI competence among N = 480 teachers in vocational schools. Results indicate that AI competence can be modeled as a combination of six competence fields. Findings suggest that the different competence fields are currently unequally developed. Professional learning opportunities for developing AI competence are needed for pre- and in-service teachers.