ABSTRACT
The object of Didaktik is teaching and teacher education. When analysing the Didaktik perspective, the position of the philosophy of education in the Anglo-Saxon system and its counterpart in the German pedagogy are also of interest. The area of philosophy of education is self-evident in the Anglo-Saxon system; it seems, however, to be lacking in the German system. The General Didaktik has also been understood as a doctrine where the models of Didaktik have also contained the normative recommendations for good teaching with respective advice and guidelines. The models of Didaktik are for the most part thinking models that aim at steering and planning the instructional process in practice and, quite often, are seen to be the means for achieving the best possible results as consequences from this process. Didaktik for teachers may be understood as a systematic analysis of all possible aspects that interact in the instructional process and are connected to that process.
