Was tragen erziehungswissenschaftliche Technologien zur professionellen Handlungskompetenz von Lehrpersonen bei?

As a critical rationalist, Gerhard Minnameier advocates a solid theoretical foundation of research and the empirical testing of law-like hypotheses derived from such a foundation with the aim of increasing the stock of proven if-then statements. Such statements are potentially educationally significant in teacher education to the extent that they can be technologically turned around. Minnameier recently suggested, however, that pedagogical action - like any action that can be described as such - probably follows an inner technological logic. However, this should not be misunderstood in terms of action theory. The expertise of teachers also has its sources in implicit knowledge, and ideal teacher action should not be imagined (merely) as the stubborn application of scientific knowledge according to a simple deductive scheme (Minnameier, 2021). This is where the following contribution comes in when, in continuation of older works (Neuweg 2007, 2015), it determines the right and limit of the technology model.