Educational research in Germany is at a crossroads. With Germany’s participation in large scale assessment studies, an empirical turn took place (Rothland, 2013). Within one decade, Germany’s educational system, its educational research and discourse was profoundly shaped by PISA and other large-scale assessment studies. (Ertl, 2006).
These developments were accompanied by subsequent political and structural developments and had a huge impact on teacher education in Germany. Since the concept of an output-oriented educational system has just been initiated in Germany a few years ago, teacher education programs are still in the process of adapting to as well as developing a (critical) stanze towards the new paradigm. In order to prepare pre-service teachers for their future profession in a rather output- and standard-based educational system, the concept of inquiry-based learning (in German: Forschendes Lernen) has become more prominent and mirrors an empirical turn in teacher education – both on the institutional program level as well as on the level of educational discourse. Thus, some universities adapt forms of student research in their curricula (Roters et al., 2009). In special classes, students are asked to reflect upon their own teaching experiences by conducting small empirical studies on their own during their internship at school. One framework of reference are models that belong to the German Didaktik Approach. This concept of research-based student learning attempts to enhance students’ theory-based reflective thinking (Kansanen, 2006). If that is the case was part of the following empirical investigation.
