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The reform of teacher training within the Bologna process provides the opportunity to rethink the geographic-didactical education of German universities. Based on central didactical documents (e.g. standards for teacher training from the ministry of education) and empiric knowledge approaches of a renewed training concept for geography didactics are developed. Following, these approaches are presented within an ideal model of a competence-orientated teacher training. The model consists of 5 steps of progression. For each step the aimed competence focus and different forms of competence diagnostics are described. Furthermore all steps are illustrated with innovative examples.