In Germany, teacher training consists of two school subjects and complementary didactics modules. Additionally, teacher students deal with aspects of educational science. Usually, this subject is rather marginally represented in teacher training studies; the structures and schedules of educational science vary from university to university (Terhart, 2012). Despite these differences between the universities, the Kultusministerkonferenz (Standing Conference of the Ministers of Education and Cultural Affairs in Germany) maps out requirements relating to teacher training across all university sites. One of these requirements is to promote research orientation of teacher students via inquiry-based learning (KMK, 2014). But why shall teacher students develop research orientation during their studies? And how relevant are the views, research experiences, and research skills of the teacher educators for the effectiveness of inquiry-based learning courses at universities?
To answer these questions, the concept of inquiry-based learning should be revisited. In Germany, the discourse about inquiry-based learning is significantly influenced by the work of Ludwig Huber (2014) who defined inquiry-based learning as learning and reflecting while doing research. In this sense, students carry out the most important parts of a research process by formulating research questions, planning and carrying out research designs, reflecting and presenting their findings to research groups (Dausien, 2007). This conceptualization of inquiry-based learning is further compatible with the international discourse. For Healey and Jenkins (2009), ‘research-based’ activities signify that students undertake inquiry. They participate in research instead of hearing about research and they deal with the research processes and problems instead of focussing on research content. Brew and Mantai (2017) distinguish three forms of engagement in undergraduate research. In contrast to a) ‘undergraduate learning’ and b) ‘atomistic undergraduate research’, c) ‘wholistic undergraduate research’ begins when students are engaged in a comprehensive research process where they can practice research skills in a coordinated manner.
In Germany as well as in many Western countries, a so defined inquiry-based learning is realized in different university settings and related to high expectations (e.g. Fichten & Meyer, 2014; Spronken-Smith & Walker, 2010). Students shall get insight into the process of producing scientific knowledge, build up knowledge about research methods and develop competences in using them up to an inquiry-focused attitude towards their future professional work. In addition, inquiry-based learning is also associated with effects on general competences such as analytical capabilities, communication, cooperation, and reflectivity (Huber, 2009). Hereby skills are named that seem to be necessary to be able to deal with uncertain and indeterminate situations in teaching (Schön, 1983; Helsper, 2001).
It is noteworthy that these high expectations aren’t based on profound research findings. Until today, scant attention has been paid to inquiry-based learning in teacher education (internationally: e.g. Spronken-Smith & Walker, 2010; Cox et al., 2008; Levy & Petrulis, 2012; for Germany: e.g. Feindt, 2007; König et al., 2018; Paseka & Hinzke, 2018). Previous studies have been concerned with the conceptualization and gathering of the views of teacher students and lecturers on inquiry-based learning. They often failed to explore students’ learning and left unanswered the challenges students are facing when engaging into research.
To address this issue, the following research questions will be central to the presentation: Which challenges occur in inquiry-based learning settings for students? How can inquiry-based learning enable teacher students to develop knowledge and skills?
After the presentation of general issues, questions and concepts as well as the methods, empirical findings will be shown and discussed.