Aims, contents, and competencies in university courses of educational science. A historical-empirical analysis

自博洛尼亚改革开始以来，人们可以观察到教育科学学位课程的日益分化，这导致了该领域研究领域的数量难以管理。这个观察作为这个项目的起点。本研究项目的主要目标是通过评估学习和考试规定，进一步从历史和经验上证明这一观察结果。这些规定被理解为大学教学的理想理念。本项目旨在结合模块手册、学习和考试规定，重建和分析教育科学学位课程学生应达到的总体学习目标、内容和能力。该项目将审查在德国大学课程的具体组织方面是否也可见到强烈的差别/多样化；或者，不同地点、不同专业领域的教育科学大学课程，在学习目标、内容和所需能力方面是否比它们的差异更相似？第一步着重分析界定教育科学研究的构成文献。分析将考虑当前以及历史相关的文件，让第一次洞察到这一研究领域的理想的典型结构。在第二步中，对当前所有教育科学项目的目标、内容和所需能力进行实证调查和检查。在此基础上，我们可以开发一个经验证明的类型形成/地点分类。这将作为有代表性的大学地点选择的基础，在第三步中，将详细分析所有以前的学习和考试规定。最后，第四步考察的目的是实证筛选早期处理的文件如何在研究和考试规定中实施，考虑到当前的情况和历史发展。对学习和考试规则的定性内容分析修订使我们能够描述教育科学的主要研究领域。此外，它还允许对内部学科论述、教育科学的现状及其在大学中的地位进行陈述。因此，该项目对近50年来教育科学发展的研究做出了重要贡献。

Since the beginning of the Bologna-Reform, one can observe an increasing differentiation of degree programs in educational science which leads to a hardly manageable number of fields of studies in this area. This observation serves as the starting point for this project. The main goal of the research project is to further historical-empirically prove this observation by evaluating study and exam regulations. These regulations are understood as ideal concepts of university teaching. The project aims to reconstruct and analyze the general study goals, contents, and competencies to be achieved by students within the degree programs of educational science by considering module manuals, study and exam regulations. The project will examine whether the strong differentiation/diversification is also visible on the level of the concrete organization of courses at German universities; or whether the different university courses of educational science, at different locations and with different major fields of studies, are more similar in study goals, contents and required competencies than they are divided by differences.The first step focuses on the analysis of the constituent documents that define the studies of educational science. The analysis will consider current as well as historical relevant documents to allow first insight into the ideal typical structure of this field of study.In a second step an empirical survey and examination of the aims, contents, and required competencies of all current programs of educational science follows. On that basis we can develop an empirically proven type formation/classification of locations. This will be used as a basis for a representative selection of university locations, for which, in a third step, a detailed analysis of all former study and exam regulations is intended. Lastly, a fourth step of examination aims at an empirical screening of how the earlier processed documents are implemented in the study and exam regulations, considered for the current situation and for the historical development.The qualitative content-analytical revision of study and exam regulations allows us to describe major study fields of educational science. Additionally, it permits statements about the inner disciplinary discourse, about the current state of educational science, and its place at university. Thereby, the project makes an important contribution to the research on the development of educational science over the last 50 years.