Erkenntnistransfer und Transferforschung als Aufgabe von Fachdidaktiken – Blick über den Zaun

The transfer of subject-matter education research to classroom practices (and back) can be initiated by material, personnel, and systemic implementation strategies, enacted on the levels of classrooms, teacher professional development and facilitator professional development. The article reports from approaches developed and used in the large scale professional development programs and illustrates three principles: (1) Co-constructive transfer requires research-practice partnerships on several levels, (2) Targeted implementations require subject-related, well-developed innovations, and (3) an empirical research base should be developed, not only for pedagogical qualities of the programs, but also content qualities.