ABSTRACT
The protagonists of teaching – teacher, learners, and subject – serve as a basis for distinguishing between three dialogic structures: first, a dialogue between teacher and learners; second, a dialogue between learners and content; and third, a dialogue between teacher and content. However, the fact that didactic competence alone is just as insufficient as subject matter competence is shown, for example, by the factor ‘teacher verbal ability’, for which empirical studies also report a low effectiveness on learning performance. While knowledge and ability in the field of school and teaching are manageable, will and values are put to the test day in and day out. And ultimately, it is attitudes that determine whether one will successfully pursue the challenging profession of teaching throughout one’s life.
