Research-based Learning in Teacher Education

Der Leitfaden bietet einen Überblick über die Umsetzung des Forschenden Lernens in der Lehrkräftebildung auf Seminarebene. Hochschuldidaktische Überlegungen – allgemein und entlang der Forschungs-phasen – und eine umfangreiche Methoden- und Materialsammlung geben eine Einführung in das Praxisfeld. Das Buch kann von erfahrenen Dozierenden auch als Nachschlagewerk genutzt werden. Der Leitfaden lädt zur Planung, zum Ausprobieren und zum Reflektieren der eigenen Lehre ein.

According to self-determination theory, the feeling of autonomy during learning is one of the prerequisites for intrinsically motivated learning. Applied to research-based learning in teacher education, choices in designing a research project for the school context might foster a researching-reflective attitude towards their practice. This hypothesis was tested with a sample of 1,133 pre-service teachers in a large German university's program. Undergraduate students were surveyed regarding their beliefs towards a reflective teaching practice at the beginning and the end of their research course, as well as the nature of freedom of choice within their project work. Multiple regression analysis showed that students' freedom in choosing the research instrument was positively associated to students' beliefs towards the benefits of doing research for their teaching practice.

The Goethe-Institut’s blended-learning program “Learning to teach German” (“Deutsch Lehren Lernen”), which qualifies language teachers worldwide for teaching German as a Foreign and Second Language, focuses on professional development. “Practice exploration projects” (“Praxiserkundungsprojekte”) are therefore essential elements in this program: teachers independently develop questions arising from teaching practice and theoretical input, utilising the format of research-based learning. In this way, the program aims todevelopin aspiring teachersa self-reflective attitude towards their own professional practice. In the analyticalsample of 81 reports from a continuing education program offered by the Friedrich Schiller University in Jena using “Deutsch Lehren Lernen”, the teachers’focus was much less on their own teaching activities than expected. This is attributed, among other factors, to the fact that at the beginning of their continuing education, teachers are not yet accustomedto critically examiningtheir own actions.

An zahlreichen Hochschulen in Deutschland wurden in den letzten Jahren studentische Praxisforschungsprojekte an die Schul-praktika im Lehramtsstudium angegliedert (Weyland & Wittmann, 2017). Im Rahmen dieser Projekte erschließen sich Studierende pädagogisch-didaktische Problemstellungen mit dem Ziel, eine forschend-reflexive Haltung (FRH) gegenüber ihrer gegenwärtigen und zukünftigen Praxis als Teil ihrer professionellen Lehrer*innenrolle zu entwickeln (Fichten, 2017; Weyland, 2019). Die Wirkung sol-cher Praxisforschungsprojekte wurde bislang allerdings nur selten evaluiert. Im Rahmen einer qualitativen Untersuchung stellte Saun-ders (2018) fest, dass Studierenden die Praxisrelevanz ihrer Projekte häufig unklar ist. Auch steht der wissenschaftliche Anspruch sol-cher Projekte im Widerspruch zu der Erwartung, im Praktikum praktisches "Handwerkszeug" für den Lehrkräfteberuf zu erwerben. Dennoch ist nach wie vor unklar, inwieweit diese Lehr-Lernform die forschend-reflexive Haltung tatsächlich fördert (Fichten, 2010). Methode Zwischen dem Wintersemester 2016 und Sommersemester 2019 wurde die for-schend-reflexive Haltung von 1662 Bache-lorstudierenden erhoben (M Alter = 23.6, SD = 5.6; Mdn Semester = 3; 28.7% Grundschul-lehramt, 71.3% Sekundarschullehramt).

Research-based learning challenges teacher educators to rethink pedagogical strategies, particularly so in a context where views about the role of research in pre-service teachers' professional development are contested. The views of academics implementing a research-based learning course in teacher education are examined through qualitative semi-structured interviews in order to understand how learning autonomy is fostered. Variation was found in what teacher educators thought the course was intended to achieve and in their teaching strategies. The basis for pedagogical decision-making appeared to be their own research learning experiences. Implications for teacher education and for implementing research-based learning more generally are discussed.

Das Konzept des Forschenden Lernens erlebt an vielen Hochschulen seit einiger Zeit eine Renaissance. Ausgehend von Untersuchungen und Erfahrungen unterschiedlicher Universitäten beleuchtet dieser Text verschiedene Herausforderungen – für Studierende und Lehrende sowie auf institutioneller Ebene – bei der Umsetzung Forschenden Lernens. Dazu werden Betrachtungen und Einstellungen Studierender zum Forschenden Lernen und die Herausforderungen, die sie am Beispiel des Schreibens erleben, dargestellt. Außerdem wird über die Herausforderungen für Lehrende, die Forschendes Lernen umsetzen, berichtet. Es wird diskutiert, wie sich die Ergebnisse auf hochschuldidaktische Interventionen auswirken können. Anschließend werden Evaluationskonzepte und -instrumente deutscher Hochschulen zum Forschenden Lernen zusammengetragen und systematisiert.

This article describes the development of the quantitative instrument we are using in our longitudinal study on the "reflective habitus" in teacher education.

This article presents a process-based model for mentoring, focusing on research-based learning in teacher training during school practicums. The model responds to the individual learning process of the student and considers various mentors at school and university, taking into account their respective fields of expertise. The involvement of several mentors in the counselling process was adopted with the aim of encouraging students to continuously reflect on their research projects and research activities as well as to further develop their research competence. This paper examines ways of mentoring students during their research activities; different coaching techniques are presented and illustrated using an example from higher education practice. Keywords: student research, school practicum, counselling, coaching, mentoring

Der Leitfaden stellt einen Überblick über die Reflexion im Forschenden Lernen, die ein unabdingbarer Bestandteil dieser ist, dar: Es werden verschiedene praxisrelevante Themen behandelt – im Hinblick darauf, wie sich Reflexion beim studentischen Forschen anregen lässt.

As in other programs in German universities,research- based learning is becoming an inte - gral part of teacher education programs, also at Humboldt -Universität zu Berlin (HU Ber - lin). Here, all future teachers conduct research projects during practicums in their bache - lor’s and master’s studies. Topics and research methods in these student projects vary widely. Accompanying research is conducted, supporting quality development in research- based teacher education at HU Berlin in four areas: 1) curricular integration, 2) the lectur - ers’ perspective, 3) the students’ perspective and 4) learning outcomes. Me thods used include curriculum analysis, lecturer and student questionnaires, and student inter - views. Research results are used for development in higher education in various ways, such as workshops and publications. Future tasks for evaluating and developing research -based learning in the HU Berlin’s teacher education program need to address the narrowing down of qualification goals, the adjustment of curricular features across courses and subjects, and the development of suitable concepts and instruments for measuring target competences.