Using the PAELL study as a basis, the author's dissertation examines the way in which the idea of lifelong learning influences the practice of educators. He combines qualitative and quantitative methods to measure these inventories of pedagogical knowledge and compare them with one another. The focus is on three groups, for which life-long learning has a high orientation power: Practitioners in the elementary sector, vocational training and adult education. The analysis provides an important contribution to the further development of theory and empirical analysis of lifelong learning and combines educational policy discourse with pedagogical practice.weiterlesen