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<p>In university teacher education, research-based learning (RBL) is associated with profession-related expectations, namely being prepared for science-based practice in their later professional work. Intensive discussions, e.g. in connection with extended practical phases, show that the focus on science is not uncontroversial. Simultaneously, there are few empirical studies describing the processes and effects of RBL. This study review, which gathers 44&#xa0;research papers on RBL at German-speaking universities published between 1&#xa0;January 2010 and 16&#xa0;February 2024, addresses the following questions: (1.)&#xa0;What research interests do the studies pursue and how is RBL investigated? (2.)&#xa0;What findings on RBL are available to date?</p><p>It can be seen that the majority of studies focus on the perspectives of students and use self-report data (interviews and written surveys) to investigate the acceptance and utilisation expectations of RBL. Only rarely do other stakeholder groups (e.g. lecturers) come into focus and only occasionally are student research activities and support services analysed using in-situ data (e.g. project documentations or videotaped seminar discussions). In contrast to international research, (successful) implementation and learning outcomes are hardly investigated.</p><p>The findings point to ambivalent assessments by students and lecturers regarding acceptance and expectations of use, which can be related to their attitudes towards RBL. Student research in the context of RBL in turn faces the challenge of generating findings relevant (also) for the profession. Research desiderata concern both longitudinal and evaluative (impact) research directly following the RBL and in comparison to other formats.</p>

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Forschendes Lernen im Lehramtsstudium an deutschsprachigen Hochschulen. Ein Studienreview

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年6月5日

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  • Michaela Artmann,
  • Petra Herzmann

摘要

In university teacher education, research-based learning (RBL) is associated with profession-related expectations, namely being prepared for science-based practice in their later professional work. Intensive discussions, e.g. in connection with extended practical phases, show that the focus on science is not uncontroversial. Simultaneously, there are few empirical studies describing the processes and effects of RBL. This study review, which gathers 44 research papers on RBL at German-speaking universities published between 1 January 2010 and 16 February 2024, addresses the following questions: (1.) What research interests do the studies pursue and how is RBL investigated? (2.) What findings on RBL are available to date?

It can be seen that the majority of studies focus on the perspectives of students and use self-report data (interviews and written surveys) to investigate the acceptance and utilisation expectations of RBL. Only rarely do other stakeholder groups (e.g. lecturers) come into focus and only occasionally are student research activities and support services analysed using in-situ data (e.g. project documentations or videotaped seminar discussions). In contrast to international research, (successful) implementation and learning outcomes are hardly investigated.

The findings point to ambivalent assessments by students and lecturers regarding acceptance and expectations of use, which can be related to their attitudes towards RBL. Student research in the context of RBL in turn faces the challenge of generating findings relevant (also) for the profession. Research desiderata concern both longitudinal and evaluative (impact) research directly following the RBL and in comparison to other formats.