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The subject of "pedagogy in the workplace" lies at the crossroads of various topics and is subject to an interdisciplinary approach. In part one, this study analyses theoretical perspectives on "pedagogy in the workplace". Here, the perspectives of theory formation are systematically reconstructed and examined for their usefulness in determining the object of practice in the institutional context of the company. On the other hand, in part two, an empirical analysis necessary for the definition of the subject is carried out, which reveals the appearance of the forms of action of "pedagogy in the workplace" in a differentiated way. This appearance is constituted in a highly organisation-specific manner and therefore does not represent a monolithic entity. The empirical insights gained into the institutional context of "pedagogy in the workplace" allow a differentiated definition of the subject, including its limitations in existing theoretical reconstructions and legitimations.

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