Within the central topics of the debate on teachers' professionalism are the problems of research-based and evidence-based initial and lifelong teacher behavior. Although the statements on professional similarities of teacher actions with those of other (academic) professionals are very plausible, there remains a central task for teacher educa¬tion programs: How to develop towards such expertise - which is equal to evidence convictions - effectively and efficiently. Which role do scientific research and its results play in this con¬text? How can research results be converted into recommendations for teacher actions? The contributions to this book focus on central problems of the conversion process: In the first part the goal dimension is treated: Maiello & Oser emphasize the relationship of central variables of teacher behaviour as identity, professional satisfaction or self-efficacy to teachers' professional behaviour; Blomeke, Felbrich & Muller discuss the role of future...