The professionalisation of future teachers is predicated on two fundamental components: research-based learning and scientific work. The present article employs two interconnected modules in a Master's programme in educational science at a university in Italy as illustrations to demonstrate how students in their first and fourth years of study are systematically introduced to educational research methods and scientific work (Stadler-Altmann et al. 2018). The fundamental module, which is taught in the first year of study, introduces students to the essential scientific skills of formulating research questions, identifying research designs, and evaluating them through the analysis of empirical studies (Stadler-Altmann et al. 2022). Concurrently, scientific writing is promoted through the processing of various types of texts. In the fourth year of study, the knowledge acquired is deepened in a comprehensive module that deals with media education, evaluation and development of kindergartens and primary schools. In this setting, students are instructed in the autonomous development of research designs and the formulation of media education projects, which are subsequently presented in the form of a scientific poster presentation (Stadler-Altmann, 2020). This presentation encompasses research concepts and educational methodologies as a continuous process of refinement and development (Stadler-Altmann et al., 2022). This form of assessment serves as a foundational element in the preparation for the Master's thesis, thereby fostering the development of a research habitus. The programme is designed to equip students with a range of research skills that are pertinent to the field of education, including skills related to research methodology and the utilisation of evidence for the enhancement of pedagogical practice. The findings demonstrate a consistent enhancement in student performance, accompanied by an escalating diversification of research inquiries and methodologies (Asgari et al., 2022). The integration of research into university teaching is further developed through action research as a methodological concept that enables both students and teachers to systematically reflect on and improve their practice (Stadler-Altmann 2021). This approach demonstrates that research-based learning is not only a teaching method but also a central element of professionalisation in teacher training.

Asgari, M., Stadler-Altmann, U., Zanin, R., & Mischi, G. (2022). Wissenschaftliches Schreiben an einer mehrsprachigen Universität: Wissenschaftssprachkomparatistik in Forschung und Lehre. In M. Angerer-Pitschko & V. Wakounig (Eds.), Mehrsprachigkeit als Ziel (pp.149–162). Leipziger Universitätsverlag. Stadler-Altmann, U. (2021). Forschen lernen und lernen zu forschen: Möglichkeiten und Folgen einer Aktionsforschung im Rahmen der universitären Lehrer*innenbildung. In R. Zanin, F. Rauch, A. Schuster, C. Lechner, U. Stadler-Altmann & J. Drumbl (Eds.), Herausforderung Sprache in Kindergarten, Schule und Universität: Beiträge zu Aktionsforschung, Lesson Study und Learning Study (pp. 41–55). Praesens Verlag. Stadler-Altmann, U., Resinger, P., & Pulyer, U. (2022). Forschendes Lernen und wissenschaftliches Arbeiten als Bausteine der Professionalisierung: Praxisbericht aus einem universitären Lehrsetting im Rahmen der Lehrerbildung. die hochschullehre, 8, 579–586. https://doi.org/10.3278/HSL22241W Stadler-Altmann, U. (2020). Wissenschaftliche Poster evaluieren: Konzeptionelle Überlegungen zu einem Präsentationsformat in Forschung und Lehre. Pädagogische Rundschau, 74(4), 379–396. https://doi.org/10.3726/PR042020.0038 Stadler-Altmann, U., Herzer, G., Keiner, E., Resinger, P., Saxalber, A.-M., & Videsott, G. (2018). Perspektivwechsel: Forschendes Lernen in einem Modul? Hochschuldidaktische Lehrkooperation zwischen Universität, Schule und Kindergarten in Südtirol. In N. Neuber, W. Paravicini & M. Stein (Eds.), Forschendes Lernen – The wider view (pp. 297–300). WTM Verlag.