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<p>This systematic literature review investigates how research-based learning (RBL) fosters the development of an inquiry habit of mind (IHoM) in teacher education. IHoM is conceptualised as a&#xa0;multidimensional and evolving disposition encompassing curiosity, critical thinking, and a&#xa0;natural inclination to ask questions and seek understanding. Drawing on 47&#xa0;empirical studies published between 2004 and 2024, the review explores the extent to which RBL fosters aspects of IHoM in pre- and in-service teachers and identifies key features of RBL associated with its development. RBL is defined as an approach that emphasises learner independence, engagement with theory, and reflective practice, and that fosters authentic and systematic knowledge creation through active participation in research processes. This includes formulating research questions, designing studies, collecting and analysing data, and communicating findings. The findings of this review reveal that RBL can foster critical dimensions of IHoM, including valuing deep understanding, reverse judgement and tolerating ambiguity, and taking a&#xa0;range of perspectives and systematic questioning. However, the review also highlights variability in outcomes, with dispositional changes often dependent on programme design and duration, and on the quality of mentoring and reflection. Key features of effective RBL include extended programme duration, real-world relevance, structured mentoring, and opportunities for reflection and collaboration.</p>

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Research-based learning and the development of an inquiry habit of mind in teacher education: A systematic literature review

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月14日

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  • Julia Raberger,
  • Ira Darmawanti,
  • Dominik E. Froehlich

摘要

This systematic literature review investigates how research-based learning (RBL) fosters the development of an inquiry habit of mind (IHoM) in teacher education. IHoM is conceptualised as a multidimensional and evolving disposition encompassing curiosity, critical thinking, and a natural inclination to ask questions and seek understanding. Drawing on 47 empirical studies published between 2004 and 2024, the review explores the extent to which RBL fosters aspects of IHoM in pre- and in-service teachers and identifies key features of RBL associated with its development. RBL is defined as an approach that emphasises learner independence, engagement with theory, and reflective practice, and that fosters authentic and systematic knowledge creation through active participation in research processes. This includes formulating research questions, designing studies, collecting and analysing data, and communicating findings. The findings of this review reveal that RBL can foster critical dimensions of IHoM, including valuing deep understanding, reverse judgement and tolerating ambiguity, and taking a range of perspectives and systematic questioning. However, the review also highlights variability in outcomes, with dispositional changes often dependent on programme design and duration, and on the quality of mentoring and reflection. Key features of effective RBL include extended programme duration, real-world relevance, structured mentoring, and opportunities for reflection and collaboration.