Comparative analyses of the scientific knowledge bases of/for the teaching profession in the different European cultural contexts highlight both a large number of persisting problems and a rich potential for solutions. Integrating different culturally-relevant solutions and recent insights submitted by educational sciences in general and different Didaktik (didactics) in particular, this paper discusses a concept of Didaktik/Fachdidaktik (D/F) as an integrative transformation science dealing with teaching/studying/learning processes. The rationale for this concept is discussed. Excluding some important components of this concept (e.g., the learner), the paper focuses on the relationships of different types of knowledge relevant for teaching and the teaching profession. The concept of D/F seems to have enormous potential for developing a scientific knowledge base of/for the teaching profession. This paper discusses the development of a cross-European electronic and adaptive textbook on D/F. This textbook is being prepared by a team of authors from 12 European cultural contexts who have heterogeneous academic backgrounds. Results of an evaluation of one part of the electronic textbook on D/F are presented. Implications for improvements to teacher education programs are discussed. (Contains approximately 82 references.) (SM)