Jede:r theoretisiert für sich allein? : Theoriebildung als Herausforderung für Erziehungswissenschaftler:innen in Qualifizierungsphasen

Abstract

This paper addresses the lack of structured opportunities for learning theories during academic qualification phases in educational sciences. After defining theory and exploring different modes of theorizing in theoretical and empirical research, we argue for a stronger institutionalization of theory „training“ and propose formats for fostering theoretical learning. Such institutionalized opportunities would strengthen both individual researcher development and the professionalization of the discipline.