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Specialisation is a central aspect of pedagogical professionalism. But how is (subject) study structured for teachers at the early school stage who, as generalists, later teach (almost) everything? How is subject-specificity contoured when teaching is essentially linked to the life and experience of the pupils and strives for a differentiation of perspectives in the sense of basic subject-specific education? In this volume, contours of a study programme for generalists are developed, which systematically mediate between a disciplinary academic study structure and the generalist professional requirements from the perspective of the study subjects and possible connecting concepts.

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