In view of the deficient transfer of knowledge from research to practice in the social sciences in agriculture, the subject of agrarian teacher training, with teachers being important stake-holders in terms of the transfer of knowledge and skills, deserves particular attention but has been neglected by experts up to now. Compared to jobs learned during an apprenticeship, the so-called green jobs reveal shortcomings in terms of successful final exams. One reason for such deficits lies in the fact that basic two-phase teacher training is largely lacking. Lateral and side entries as well as a combination of internships by experts in agricultural administration and experts from technical schools in agriculture replace the teachingoriented approaches recommended by education experts. The study at hand was able to show that the basic prerequisites by the Standing Conference of Ministers of Education and Cultural Affairs (KMK) regarding educational skills for the qualification of future teachers are not met. From a teacher's and expert's point of view, technical practical experience is of vital importance if the whole of teacher training in agriculture is to develop into a comprehensive set of subjects, via practical experience, bachelor, master and, where applicable, PhD studies, which will be as manifold and varied as the current second phase of teacher training. In conclusion, it seems that the current system should be abandoned.
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