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<p>The didactic concept of research-based learning has experienced an upswing in the first phase of teacher education in recent years. One reason might be that this concept is associated with numerous expectations related to the professionalization of prospective teachers. The central expectation is the promotion of a&#xa0;research attitude. It has become apparent that different understandings of such an attitude exist and that there has been little research about the development of such an attitude in contexts of research-based learning in university courses. Against this background, this paper aims to consider a&#xa0;‘research attitude’ from the perspective of the structural-theoretical approach to professions, to reconstruct empirical manifestations and investigate possible developments of such an attitude in contexts of research-based learning. The paper is based on a&#xa0;DFG-funded qualitative-reconstructive longitudinal study in which a&#xa0;total of thirty group discussions were conducted with student teachers in Master’s degree courses at two universities at two survey dates. Using documentary method, the data analysis revealed typical frameworks of orientation with regard to research in a&#xa0;university context at both points in time. Two cross-sectional typologies are presented in a&#xa0;longitudinal comparison, and the results are discussed against the background of the development of a&#xa0;research attitude. Implications for further research conclude the paper.</p>

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Entwicklung einer forschenden Haltung in Kontexten Forschenden Lernens? Empirische Ergebnisse einer Längsschnittstudie zu Professionalisierungsprozessen von Lehramtsstudierenden

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  • 出版模式：

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  • 发表日期：

    2026年2月27日

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  • Jan-Hendrik Hinzke,
  • Angelika Paseka

摘要

The didactic concept of research-based learning has experienced an upswing in the first phase of teacher education in recent years. One reason might be that this concept is associated with numerous expectations related to the professionalization of prospective teachers. The central expectation is the promotion of a research attitude. It has become apparent that different understandings of such an attitude exist and that there has been little research about the development of such an attitude in contexts of research-based learning in university courses. Against this background, this paper aims to consider a ‘research attitude’ from the perspective of the structural-theoretical approach to professions, to reconstruct empirical manifestations and investigate possible developments of such an attitude in contexts of research-based learning. The paper is based on a DFG-funded qualitative-reconstructive longitudinal study in which a total of thirty group discussions were conducted with student teachers in Master’s degree courses at two universities at two survey dates. Using documentary method, the data analysis revealed typical frameworks of orientation with regard to research in a university context at both points in time. Two cross-sectional typologies are presented in a longitudinal comparison, and the results are discussed against the background of the development of a research attitude. Implications for further research conclude the paper.