Probleme evidenzbasierter bzw. - orientierter pädagogischer Praxis.

The idea of a decided scientific orientation of teacher education and educational practice is not new. However, laying claim to the concept of evidence is relatively new. This also holds true for the current focus on evidence-based medicine, which in the same breath is seen in a pioneering role considering issues of evidence-based practice. The concept of evidence is enigmatic and brings about several problems. In addition, there are different paradigms with respect to the interpretation and application of this concept. Compared to the predominating American version, the prevalent evidence perspective in Germany is characterized by a liberal and plural orientation concerning research methods. Evidence-based practice is rather considered as a special case of evidence-oriented or evidence-informed practice. As a consequence, more evaluative and reflective functions of pedagogical and psychological evidence, which build the focus of the present contribution, are accentuated with respect to educational practice. However, the application of scientific knowledge in educational practice faces problems, which are caused not least by the questionable quality of the scientific knowledge base. In addition, fitting and transfer problems are inevitable. Even the elaborated technological conception of psychology by Theo Herrmann was not able to overcome these problems. All the more, evidencebased educational practice makes extraordinarily high demands on teachers with respect to their educational research competence as well as their competences to integrate scientific knowledge and experience-related knowledge. These competences have to be fostered systematically already in teacher education at university. [ABSTRACT FROM AUTHOR]