Reflection and/or reflexivity are discussed as means to foster processes of professionalization of student teachers in teacher education at university level in various European countries, e.g. for Scotland (Huang, Klein & Beck, 2020), Austria and Germany (Groß Ophoff & Cramer, 2022; Kunze & Reintjes, 2022). The definitions thereby vary because of diverse theories used to describe reflection and/or reflexivity. Some authors also use these terms as synonyms (e.g. Hauser & Wyss, 2021), others not (e.g. Bohnsack, 2017). To support the development of student teachers´ ability to reflect the didactic approach of Inquiry-based learning (Pedaste et al., 2015) has recently enjoyed much popularity in teacher education (e.g. Spernes & Afdal, 2021). It is presumed, that such ability can be gained by passing through a whole research process (Healey, 2005), from developing a research question, identifying and planning an appropriate research approach, collecting data in the context of school, analysing this data by using methodical steps to find answers to the research question, presenting the results in a report and to the schools and/or other stake holders involved. Rethinking such experiences might be the starting point for reflections: on teaching and learning, on school, but also on one’s own learning process and the role of a prospective teacher. Doing so, this might support the process of professionalization, e.g. for developing a reflective, research-based attitude or habitus.

The sparse available evidence on inquiry-based learning in teacher education (Ophuysen et al., 2017) is somewhat sobering and it remains open as to how reflection and/or reflexivity can be fostered by inquiry-based learning in teacher education. Against this backdrop, this symposium considers two questions: (1) whether and under which conditions the described expectations about reflection and/or reflexivity in the context of inquiry-based learning in teacher education can be fulfilled. Furthermore, a methodological question occurs: (2) Which methodological approaches are suitable to investigate reflection and/or reflexivity in the context of inquiry-based learning?

The symposium addresses both questions by bringing together three current research projects in which forms of reflection and reflexivity are analysed by using different methodical approaches. Each paper presents in a first step an overview on the discourse on reflection by inquiry-based learning in teacher education in the respective country having in mind the diversity of teacher education programs across Europe and explaining the underlying understanding of reflection and/or reflexivity. In a second step the relation between using certain research methods and gaining empirical results will be focused. Finally, the papers give an outlook for consequences for further research and teacher education.

By comparing the three papers, commonalities and differences will become evident that might become the starting point of an international discussion on the potentials and limitations of inquiry-based learning to foster reflection and/or reflexivity in teacher education.

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