Since the beginning of the 1990s, Andreas Fischer has been pursuing the question of how a contemporary, future-oriented university teacher education should be designed that allows future teachers at vocational schools to prepare themselves for dealing with social, political and/or economic challenges, with (non-)sustainability, an increasingly heterogeneous pupils – in short: with uncertainties and ambivalences. He assumes that the mere acquisition of factual knowledge in economics and subject matter didactics is not sufficient. Instead, he advocates initiating educational processes that give students the opportunity to reflect on problems, to classify and to analyse them scientifically and develop options for action and approaches to solutions that may well move beyond the (economic) mainstream.