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<p>As part of a&#xa0;restructuring of teacher training programmes, the concept of research-based learning was implemented in Lower Saxony in parallel with the practical phase. A&#xa0;longitudinal study accompanying this three-semester training element (“project volume”) examined the ideas and expectations of students, lecturers and those involved in school practice regarding research-based learning, as well as the experiences gained during its implementation. Based on role-theoretical conceptualisations, the article examines the divergent role understandings of lecturers, the different expectations and attributions to students, and the associated conflicts that emerge from the data material. The data material consists of guided interviews with lecturers at the beginning and end of the project band of a&#xa0;student cohort, written student surveys at four measurement points, and group interviews with students at the end of the project band. The data were evaluated partly using descriptive statistics and partly using qualitative content analysis. Grounded theory was used to analyse the interviews with lecturers and the group discussions.</p><p>The results show that four types of lecturers can be identified in terms of their understanding of research-based learning, which are associated with different understandings of roles and role expectations of students. The students surveyed show that, given different reference systems (science and school practice), they have to deal with conflicting expectations in the role segments as teachers and researchers. Furthermore, the results indicate that existing classifications and systematisations of research-related teaching need to be expanded in order to adequately take into account changes in student activity and the tasks of lecturers. The article concludes with possible implications for teacher training.</p>

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Intrarollenkonflikte durch Forschendes Lernen im Langzeitpraktikum. Empirische Befunde einer längsschnittlichen Untersuchung zu Rollenerwartungen und Rollenverständnissen von Dozierenden und Lehramtsstudierenden

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  • 出版模式：

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  • 发表日期：

    2025年11月18日

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  • Melanie Fabel-Lamla,
  • Peter Frei,
  • Katrin Hauenschild,
  • Barbara Schmidt-Thieme,
  • Ulrike Schütte,
  • Dennis Wolff

摘要

As part of a restructuring of teacher training programmes, the concept of research-based learning was implemented in Lower Saxony in parallel with the practical phase. A longitudinal study accompanying this three-semester training element (“project volume”) examined the ideas and expectations of students, lecturers and those involved in school practice regarding research-based learning, as well as the experiences gained during its implementation. Based on role-theoretical conceptualisations, the article examines the divergent role understandings of lecturers, the different expectations and attributions to students, and the associated conflicts that emerge from the data material. The data material consists of guided interviews with lecturers at the beginning and end of the project band of a student cohort, written student surveys at four measurement points, and group interviews with students at the end of the project band. The data were evaluated partly using descriptive statistics and partly using qualitative content analysis. Grounded theory was used to analyse the interviews with lecturers and the group discussions.

The results show that four types of lecturers can be identified in terms of their understanding of research-based learning, which are associated with different understandings of roles and role expectations of students. The students surveyed show that, given different reference systems (science and school practice), they have to deal with conflicting expectations in the role segments as teachers and researchers. Furthermore, the results indicate that existing classifications and systematisations of research-related teaching need to be expanded in order to adequately take into account changes in student activity and the tasks of lecturers. The article concludes with possible implications for teacher training.