In the recent past a growing body of comparative research on teaching, learning and didactics has been published (cf. Hudson & Meyer 2011, Hallizky et al. 2016). Researchers mostly depicted national traditions of didactics and innovative approaches coming up within national traditions, and those traditions and innovative approaches have been translated (both in terms of the language and in terms of explanation of the specifics of the national traditions) and compared. The research addressed fragmentation, elements of harmonization and travelling concepts. However, the growing international teacher migration (Rakhkochkine & Kotthoff 2015) creates an interesting setting for empirical research into didactics, teaching, and learning. The current efforts to promote mobility by means of the recognition of qualifications and additional courses for internationally trained (Rakhkochkine & Kotthoff 2015), the discourses about the integration of teachers with a migration background in schools to foster the diversity in classrooms and intercultural education (Lengyel & Rosen 2015), and the internationalization of teacher education (e.g. Rabensteiner & Rabensteiner 2014) are new trends that lead to situations when teachers who adopted a certain national tradition of didactics have to apply it in the context of a different didactic tradition. The paper addresses the question how different traditions of didactics are negotiated when internationally trained teachers enter schools in their new host country.

The paper refers to the theoretical analysis of research into international teacher migration and professional development of internationally trained teachers and discusses the critical issues of adaptation of teachers to different traditions of teaching and learning. The empirical part of the paper is based on qualitative interviews with internationally trained teachers at different stages of integration into the labor market for teachers in Germany and with experts involved in professional adaptation courses for such teachers.

The paper a) demonstrates the potential of the setting of international teacher migration for the understanding of different national traditions of teaching and learning and b) provides theoretical and methodological reflections about the shift from international to transnational comparisons in didactics.

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