The topic ‘teacher’ is in a German view ambivalent, it refer to the boundaries of educational disciplinary responsibility. Since the beginning of German educational science in the early 1920th the topic ‘teacher‘ has got both a status giving and also a status taking function. Furthermore, the teacher profession was decisive for the establishment of educational science as a autonomous scientific discipline; but the genuine educational differentiation between ‚theory‘ and 'practice' highlight at the same time the demarcation of scientific and practical activities (Keiner 2002). More precisely, inter- or transdisciplinary collaboration is not seen as a relevant topic in die German debate. The ‘unit’ of the educational discipline is still in the focus. In comparison the educational science in France is characterized by inter- or transdisciplinary traditions (Wagner & Wittrock 1990). But furthermore, it seems like the teaching profession is the most thoroughly researched profession. The teaching profession shows a thematic attraction and inter-discursive attractiveness for researchers from different disciplines. This is clarified in the many different research directions and themes, but also in critical analysis: knowledge, competencies, expertise, professionalization, biographies of student teachers, acquirement of knowledge and competencies, reflection- and personality training, intelligence, selfconcepts, openness to innovations, etc. Researchers in educational science are confronted with the fact that researchers from other disciplines but also the public and the politics focus on the teacher profession. Against this background it is rather astonishing that inter- and transdisciplinary research collaborations are hardly to find. Interdisciplinary has been defined by CERI (1972) as interaction among disciplines: “This interaction may range from simple communication of ideas to the mutual integration of organizing concepts, methodologies, procedures, epistemology, terminology, data and education in a fairly large field. An interdisciplinary group consists of persons trained in different fields of knowledge (disciplines) with different concepts, methods, data and terms organized into a common effort on a common problem with continuous intercommunication among the participants from the different disciplines”. Inter- and transdisciplinarity is nothing really new, but refer to the growing complexity of research and science in finding problem solutions for questions that are not confined in a single discipline (Weingart 2000). Furthermore such complexity takes researchers to their limits of discipline boundaries (Mittelstrass 2011). Such boundaries are historical constituted. They express themselves in the specific disciplinary use of terms, theories and methods, which allows a “discipline-inked” view on subject matter and influence scientific findings (Keiner & Schriewer 1992). In perspective of Fleck ([1935] 1980), members of disciplines built their own thought style (Denkstil) by using their own disciplinary terms, theories and methods which is embedded in the thought collective (Denkkollektiv) of the scientific community. Such disciplinary languages make it even harder to collaborate with researchers from other disciplines in the social field of science (Bourideu 1975). Against this background this paper refers to the opportunity and chance of building interdisciplinary collaborations despite the problem of communication. 

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