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The article combines the perspectives of different approaches to professionalization with strategies to support prospective teachers in internships at university. It aims at giving a description of how support for prospective teachers should be designed to systematically accompany development and learning in internships. Therefore it first addresses the framework conditions and research findings on long-term internships. This is followed by ideas to support professionalization processes of prospective teachers in school during their internship. The advantages of reconstructive casework from the perspective of the approaches to professionalization are discussed.

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