How can teachers help young people turn workplace experience into meaningful education? This brochure explores that question through the teacher training framework developed within PROVED. Productive Learning begins with students’ personal interests and practice placements they choose themselves, connecting practical activity with subject knowledge through an individual curriculum. Teachers consequently take on counselling roles that support independence and the transition into working life. The framework identifies subject, personal, social and methodological competencies, then explains how training can respond to learners’ expectations, everyday professional challenges, relevant theories and local educational conditions. Its approach encourages reflection, cooperation, dialogue and solutions drawn from participants’ own experience. Four connected formats structure the programme: international seminars, school based training, a study letter and a pedagogical manual. The account describes an introductory seminar in Berlin, including school visits, educational counselling, communication groups and assessment. It also explains why a second international seminar was replaced with local activities and a digital learning module involving inquiry, independent study and a webinar. The concluding discussion connects teacher training with school development and examines the demands of developing, testing and implementing a new pedagogical approach simultaneously. Recommendations emphasize manageable sequencing, support during change, learning from daily practice and flexibility across different national systems. Rather than presenting one fixed implementation model, the brochure encourages institutions to develop their own national training concepts while retaining the connection between theory, practice and reflective professional growth.