Hardly any other university subject deals with students who know their future professional field to such an extent from their own biography as is the case in teacher training. On the one hand, the entire spectrum of educational science topics could be derived from this collective realm of experience. On the other hand, it is also a reason for prejudiced assumptions and assessments of the professional field. In any case, teacher training should take into account experiences relevant to learning biographies, which Buri (2013) referred to as ‘subjective interfaces of personal perceptual organisation’. This means that career choice motives, attitudes and expectations regarding studies and the teaching profession are highly likely to be interwoven with biographical learning and educational histories that lie long before the start of university studies. If this experiential space is not simply to be consigned to the ‘hidden curriculum’, it must be explicitly uncovered and taken into account in teacher education.

For this reason, a professionalisation concept was developed at the professorship that attempts to establish a new relationship of difference in a first step from the relationship between theory and practice of pedagogical action in the ‘profigrafie model’: It links a relationing of scientific teacher education and school practice through the significant function of well-founded reflective competence.