Teachers in Europe are faced with a variety of tasks: migration and flight of refugees, multilingualism, digitalisation and education for sustainable development are some of the current challenges that require a change in teaching. One condition for being able to tackle the new and the uncertain in a productive way is the development of an inquiring attitude among teachers. Inquiry-based learning is a didactic concept that is increasingly being implemented in university teacher training programmes in Germany and internationally (Pedaste et al., 2015). At its core, it is about "learners (co-)designing, experiencing and reflecting on the process of a research project [...] in its essential phases" (Huber, 2009, p. 11 [transl. JHH]). Various goals are associated with inquiry-based learning, including the development of an inquiring attitude. Such an attitude can be summarised as a critical questioning stance, which represents a disposition that must be acquired and is effective in the long term (Huber & Reinmann, 2019). There are connections to the structural theory of professionalism, in which an inquiring attitude is associated with a scientifically reflective habitus. Such a habitus is part of the professional habitus and refers to the systematic acquisition of knowledge and reflection on professional practice (Helsper, 2008). Previous research produced ambivalent findings. Several studies indicate that some student teachers show aspects of an inquiring attitude, others not (e.g. Feindt, 2007; Artmann, 2020; Paseka et al., 2023; internationally Smith, 2005; Han et al., 2017). However, there is a lack of studies analysing the development of an inquiring attitude in a longitudinal way by comparing different university locations. Such studies would provide a better understanding of the conditions under which an inquiring attitude develops. Against this background, the results of a study will be presented that examines the extent to which an inquiring attitude develops throughout inquiry-based learning courses. The study is based on the ReLieF study, funded by the German Research Foundation, in which 15 group discussions were conducted at the universities of Hamburg and Bielefeld at two points in time. The results, generated by using the Documentary Method (Bohnsack et al., 2010), revealed three orientations at the beginning of the courses and two orientations at the end of the courses in terms of how the student groups negotiate research and inquiry-based learning. The types exhibit different relationships to an inquiring attitude, which can be defined in more detail by, among others, forms of reflection.

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