The school and vocational practical studies are currently undergoing a transformation process. They no longer see themselves as the instance responsible for applying theoretical models and concepts or practicing preferred practices; instead, they define themselves as the discipline at the intersection of the academic and professional worlds that ensures multiple perspectives and knowledge resources merge into a sustainable professional knowledge for teachers. New conceptual perspectives, such as partnership models with schools, the rise of long-term internships, and the fundamental restructuring of entire practical phases, demonstrate that "learning in practice" has developed significant momentum within teacher education. This provides ample reason to dedicate this volume primarily to conceptual questions regarding school and vocational practical studies.