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...