ABSTRACT
This chapter reports research on the transfer of pedagogical and didactical knowledge to classroom teaching. This problem of student teachers not using their didactical knowledge during their teaching is seen here as a lack of knowledge about how this learned didactical knowledge can be brought into action. Answers to the question of how these transfer problems can be studied and improved through training are sought in the domain of thinking skills. Two approaches are discussed within this domain that offer guidelines for the study of transfer: the embedding and the immersion approach. Both approaches combine in their own way cognitive and metacognitive aspects of thinking. Finally, a research proposal is made to further examine dichotomies and important variables within these theories, like situatedness, knowledge organisation and the accessibility of knowledge.
