The well-known theory-practice problem in teacher education is further exacerbated by a purely empirically based educational science. Therefore, an understanding of pedagogical action as practical knowledge is proposed here, which understands teaching as a form of art. However, this is not based on the problematic modern concept of art, but on the ancient Greek concept of téchne. Teaching concepts of téchne draw their knowledge from practice, systematise it and prepare it didactically for teaching. In this way, a systematic understanding of pedagogical action can be developed as téchne, which mediates between theory and practice as a separate category: téchne proves as the missing link between theory and practice. Finally, this practical value is concretised using the example of lesson planning.