| Contents | 5 |
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| Introduction | 7 |
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| 1. Current Controversies on Teacher Education | 11 |
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| 1.1 The Aims of the Council of the European Union | 11 |
| 1.2 Current Controversies about Teacher Education and its Historical Background | 12 |
| 1.3 The Relation of Theory and Practice in Professional Teaching and its Relation to Scientific Approaches | 32 |
| 2. The Challenge of a Relation of the General and the Particular in Scientific Thinking and Research | 54 |
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| 2.1 The Phenomenological Noematic and the Noetic Concept of Science as a Basis for Modeling Teacher Education | 60 |
| 2.2 On the Noematic Concept of Science | 63 |
| 2.2.1 Criticism of Noematic Models of Teacher Education | 65 |
| 2.2.1.1 Teacher Education as a Development of “Competences” | 66 |
| 2.2.1.2 Standards, Standardized Teaching and Teacher Education | 69 |
| 2.2.1.3 Teacher Education as a Development of “Subjective Theories” and the Concept of “Reflective Practitioning” | 71 |
| 2.2.1.4 Criticism of the Noematic Concept of Science in Education and Outlook on the Phenomenological Noetic Alternative | 73 |
| 2.3 On the Phenomenological Noetic Concept of Science | 81 |
| 2.3.1 Knowledge Forms and Knowledge Formats | 85 |
| 2.3.2 “Epistemology” | 87 |
| 3. Science from the Phenomenological Noetic Perspective | 89 |
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| 3.1 On Phenomenological Epistemology | 91 |
| 3.1.1 Body-Phenomenology and the Concept of a “Constitutive Corporality” | 92 |
| 3.1.2 On Body-Phenomenological Epistemology | 95 |
| 3.2 On Performativity-Oriented Epistemology | 98 |
| 3.3 On Praxeological Epistemology | 107 |
| 4. The Epistemology of Science-Oriented Teacher Education and Empirical Approaches to Orientative and Practical Knowledge of Teachers | 110 |
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| References | 122 |
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