Educational action in a migration society takes place in spaces of possibility that are structurally, institutionally, and discursively framed by relationships of tension and contradiction. The contributions discuss what can characterize pedagogical competence under these conditions, which themes and content are significant, and how these should be effectively implemented in the practice of pedagogical professionalization. Familiar practices, forms of institutionalization of educational action, and pedagogical self-understandings are examined. Reflexivity is understood as a methodological-didactic professionalization strategy and as a goal of pedagogical competence in the migration society.