Sciences of education between disciplinary and professional field. An analysis of the tensions and pitfalls of the process of disciplinarisation.

Autor/inn/en	Hofstetter, Rita; Schneuwly, Bernard
Titel	Sciences of education between disciplinary and professional field. An analysis of the tensions and pitfalls of the process of disciplinarisation.
Quelle	In: European Educational Researcher, 5 (1999) 3, S. 17-23Infoseite zur Zeitschrift Verfügbarkeit
Beigaben	Literaturangaben 34
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Erziehungswissenschaft; Bildungsforschung; Wissenschaftsdisziplin; Analyse; Heterogenität
Abstract	This contribution is concerned with the sciences of education as a field of science which is characterised by great heterogeneity. "This heterogeneity appears on the first level of the institutional and disciplinary anchoring of educational research: strong or weak integration in universities; nearness or distance to teacher education and/or to political and administrative instances; homogeneous field or composite area of sister disciplines; fair or low proportion of researchers in function of the population in a country. The heterogeneity also appears from the point of view of the internal evolution of the disciplinary fields in what concerns the problems studied, the methodologies used, the priviledged reference to other disciplines which differ from one country to another, from one institution to another, from one researcher to another and even from one research to another.... Intrigued as much by the heterogeneity of the field, the authors tried to elaborate concepts and tools allowing to get a better understanding of the forces of the emergence and the development sciences of educations as a disciplinary field. These concepts and tools were borrowed in the rich conceptual and empirical arsenal of history and sociology of social sciences to try to describe, analyse and theorise the active forces which act in the complex process of transformation of the disciplinary field. The following aspects are treated in this paper: 1. Definition of the approach: the point of view of disciplinarisation; 2. Thesis: two constitutive tensions of the development of sciences of education and their pitfalls; 3. Discussion: are these tensions specific to sciences of education? 4. Illustration: forces and weaknesses of the field seen through national reports on sciences of education: 5. Perspectives. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2002_(CD)