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差异越来越大，导致这一领域的研究领域难以管理。这一观察结果是本项目的出发点。研究项目的主要目标是通过评估学习和考试规则，进一步从历史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概念。该项目旨在通过考虑模块手册，学习和考试规定，重建和分析教育科学学位课程中学生的一般学习目标，内容和能力。该项目将审查在德国各大学课程的具体安排方面是否也存在明显的差异化/多样化;还是不同地点、不同专业的大学教育科学课程在学习目标上更为相似，内容和所需的能力比他们被区分的差异。第一步集中在定义教育科学研究的组成文件的分析。分析将考虑当前以及历史的相关文件，让第一次洞察到理想的典型结构的研究领域。在第二步的实证调查和检查的目标，内容，和所需的能力，所有当前的教育科学计划如下。在此基础上，我们可以开发一个经验证明的类型形成/位置分类。这将被用作选择有代表性的大学地点的基础，为此，在第三步中，打算详细分析所有以前的学习和考试规定。最后，第四步检验的目的是，从当前形势和历史发展的角度，对早期处理过的文件在学习和考试规则中的实施情况进行实证筛选，对学习和考试规则进行定性内容分析修订，使我们能够描述教育科学的主要研究领域。此外，它还允许关于内部学科话语，教育科学的现状及其在大学中的地位的陈述。因此，该项目对过去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.