Hardly any other university subject has anything to do with students who know their future field of work so deeply from their own biography, as it is the case in teacher training. On the one hand, the entire spectrum of educational science topics could be derived from this collective space of experience, and on the other hand, it is also a reason for prejudiced assumptions and appraisals in relation to the professional field. In any case, from this point of view, relevant learning biographical experiences should be taken into account in teacher training, which Buri (2013) described as subjective switching points of the personal perception organization (Buri 2013). This means:  Career choices, attitudes and expectations regarding studies and the teacher profession are most likely interwoven with biographical learning and education stories that lie long before the start of studies. If this space of experience is not simply to be handed over to the "Hidden Curriculum", it must be explicitly revealed and taken into account in teacher training.

For this reason, a professionalization concept was developed at the chair, which attempts to establish a new difference between theory and practice of pedagogical action in the "Profigrafie model" in a first step: A connection between academic teacher training and school practice is linked by the important function of a sound reflection competence.