Concepts of teaching - in the form of modeis, theories, or schemes - have been developed both in general didactics and in research on teaching and learning. Through an analysis of concepts of both paradigms, commonalities and differences in the conceptualizations of action will be identified. The analysis is carried out by breaking down into their components theories of both paradigms. On the basis of identified chal-lenges of the conceptualization of action, conceptual, methodological, and empirical perspectives, through which action in classroom teaching can be examined, will be sketched in the contribution's résumé.