@article{57588,
  abstract     = {{<jats:p>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.</jats:p>}},
  author       = {{Jenert, Tobias}},
  issn         = {{0938-5363}},
  journal      = {{Erziehungswissenschaft}},
  keywords     = {{Curriculum, Erziehungswissenschaft, DGfE, Kerncurriculum, Curriculum Studies, Curriculumentwicklung}},
  number       = {{2-2024}},
  pages        = {{43--51}},
  publisher    = {{Verlag Barbara Budrich GmbH}},
  title        = {{{Curriculumentwicklung als Impuls zur Positionierung der Disziplin: ein institutionentheoretischer Blick}}},
  doi          = {{10.3224/ezw.v35i2.05}},
  volume       = {{35}},
  year         = {{2024}},
}

@article{66948,
  abstract     = {{<jats:p>The Core Curriculum for Educational Studies (KCE) was created with the aim of formulating the disciplinary foundations for educational science degree programs and their curricular orientations. The Executive Board of the Section for School Pedagogy expressly welcomes the fact that the KCE’s curricular recommendations are to apply to all BA and MA courses in educational science, as well as to the educational science components of teacher training courses. Nevertheless, some fundamental questions remain as to how the KCE can also be used as a benchmark for teacher training courses and how it can be interpreted, adapted, concretized and expanded for teacher training, which we would like to address here.</jats:p>}},
  author       = {{Bossen, Andrea and Bräu, Karin and Büker, Petra and Dietrich, Fabian and Hallitzky, Maria and Idel, Till-Sebastian and Lischka-Schmidt, Richard and Moldenhauer, Anna and Rank, Astrid and Reintjes, Christian}},
  issn         = {{0938-5363}},
  journal      = {{Erziehungswissenschaft}},
  number       = {{2-2024}},
  pages        = {{75--79}},
  publisher    = {{Verlag Barbara Budrich GmbH}},
  title        = {{{Kommentar zum Kerncurriculum der Disziplin Erziehungswissenschaft vom Vorstand der Sektion Schulpädagogik}}},
  doi          = {{10.3224/ezw.v35i2.08}},
  volume       = {{35}},
  year         = {{2024}},
}

@article{50579,
  author       = {{Rank, Astrid and Büker, Petra and Miller, Susanne and Martschinke, Sabine}},
  issn         = {{0938-5363}},
  journal      = {{Erziehungswissenschaft}},
  keywords     = {{General Medicine}},
  number       = {{2}},
  pages        = {{11--21}},
  publisher    = {{Verlag Barbara Budrich GmbH}},
  title        = {{{Grundschullehramt zwischen Professionalität und De-Professionalisierung. Herausforderungen der Lehrkräftequalifizierung für eine hochwertige grundlegende Bildung in der Grundschule}}},
  doi          = {{10.3224/ezw.v34i2.02}},
  volume       = {{34}},
  year         = {{2023}},
}