Curriculumentwicklung als Impuls zur Positionierung der Disziplin: ein institutionentheoretischer Blick
Hauptsächlicher Artikelinhalt
Abstract
Curriculum Development as a Catalyst for Disciplinary Positioning: An Institutional Theory Perspective
Abstract
Developing a curriculum provides a scientific community with a chance to reflect on their own scientific discipline as well as their relationship with others (e. g. other disciplines and civil society). How a disciplinary community presents itself to others through education influences others’ perceptions and understanding of science. Thus, communicating science through education reflects back on scientific insights. The paper presents two traditions of curriculum development and discusses how each of those traditions can incorporate aspects of such disciplinary self-reflection. By formulating questions regarding the curriculum development process as well as the structure of a curriculum, the article may serve as an inspiration for the coordination of curriculum development processes aiming at disciplinary self-reflection.
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Bibliographie: Jenert, Tobias: Curriculumentwicklung als Impuls zur Positionierung der Disziplin: ein institutionentheoretischer Blick, Erziehungswissenschaft, 69 (2-2024), S. 43-51.
https://doi.org/10.3224/ezw.v35i2.05
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