The development of transnational communities, and their investigation with regards to the requirements of preparing future teachers within teacher training, is addressed in the context of the German speaking area of Switzerland. Research which investigates processes at schools, conceptualizes contexts as state-derived configurations, and reflects upon related effects on educational practices, is considered innovative. Accordingly, the author encourages an in-depth reflection on (national) “normalities” in schools and its strong meaning for practice-oriented methods. Advice is also given with regards to the developmental needs of teacher training institutions.