Zwischen Allgemeinem und Speziellem – Profildynamiken erziehungswissenschaftlicher Hauptfachstudiengänge seit der Bolognareform

On the basis of quantitative content analyses of degree courses in educational science, this article describes the dynamics of their development and profile formation since the Bologna declaration, that fundamentally changed the higher education system in Europe. The focus is on the debates that have taken place since the introduction of these courses in the late 1960s about the relationship between general and specific educational science components in the degree courses. These findings are discussed on the basis of qualitative research insights into the specific processes of negotiation in the implementation of bachelor’s and master’s degree courses in the context of the Bologna reform. It becomes clear that educational science degree courses, as an interface between discipline and profession, have clearly pluralized and are dynamic in their relationship between the general and the specific as well as in their references to professional pedagogical fields of action. This expresses both subdisciplinary boundary drawing processes and a discipline with plurality as a constitutive element to cope with the contingency of its subject.