Informal learning in employment is one of the focal points of academic discourse regarding lifelong learning. The dissertation explores an action-oriented learning theory foundation for empirical studies on the topic of "Informal learning in female team work" (Informelles Lernen in der Teamarbeit von Frauen). In her study, the author develops a heuristic reference frame for the capture, categorisation and interpretation of the subject perspective of informal learning. From these principles, she develops a concept for the evaluation of qualitative guided interviews. With the generated analysis model as an empirical result, learning and learning limits can be identified and "learning configurations" can be made visible.weiterlesen