The Russian educator Itelson [1] once remarked very ironically with regard to educators: If engineers in bridge construction, doctors in the treatment of people, and lawyers in the passing of judgments were to show such a tendency towards superficial justifications as we sometimes encounter in pedagogy, all bridges would have collapsed, the patients would have died, and the innocent would have been hanged. The professionalism of student teachers or of teachers can be enhanced in favor of good teaching if basic principles in pedagogy, didactics, and subject didactics are conveyed to an appropriate extent. Definitions in this regard should be presented at the beginning, before specific aspects of chemistry didactics are added. It must be clear: There cannot be the didactics or the subject didactics! The corresponding discussion takes place under a specific worldview, and every teacher has to lead it anew in his time and in his environment.