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<p>This article examines how pedagogical diagnostics are conceived in school policy for elementary school in Bavaria and Hamburg. It illustrates the difference between personal and institutionally oriented forms of diagnostics. While pedagogical diagnostics in Bavaria are understood more as a basis for the allocation of specific teaching and learning opportunities, in Hamburg it manifests itself as a concretization of adaptive teaching design. The article reconstructs the legal framework conditions, understood as social norms that shape teaching, and emphasizes the need to consider diagnostic programs in a contextualized way.</p>

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Konstruktionen von Normalität und Abweichungen in schulischer Policy zu pädagogischer Diagnostik in der Grundschule

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年2月26日

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  • Tanja Sturm

摘要

This article examines how pedagogical diagnostics are conceived in school policy for elementary school in Bavaria and Hamburg. It illustrates the difference between personal and institutionally oriented forms of diagnostics. While pedagogical diagnostics in Bavaria are understood more as a basis for the allocation of specific teaching and learning opportunities, in Hamburg it manifests itself as a concretization of adaptive teaching design. The article reconstructs the legal framework conditions, understood as social norms that shape teaching, and emphasizes the need to consider diagnostic programs in a contextualized way.