Research-based learning is considered a central principle of teacher training, as it enables prospective teachers to analyze pedagogical practices using a theoretical approach, question them empirically, and develop them through reflection (Fichten & Meyer, 2014; Huber, 2009). The aim is to familiarize students with research findings and involve them in the process of acquiring scientific knowledge, as well as develop their research-oriented, reflective attitudes (Fichten & Meyer, 2014). In Germany, research-based learning is implemented in teacher training – amongst other formats – through so-called “Hochschullernwerkstätten”, specifically in student research spaces (Studentische Forschungswerkstätten, SWF). These open, material- and process-oriented learning spaces give students room to think and act. Students can develop their own questions, examine them theoretically, and relate them to educational practice (Rumpf, 2016). The paper introduces the SWF concept, exemplified by the one established at Humboldt Universität zu Berlin, describing potentials of this learning space, illustrated with case examples, and discussing challenges and matching solutions when conducting RBL in this context. Finally, the identified needs for further empirical research will be presented. Designed as an open learning environment, the SWF supports research-based learning in a peer-based setting beyond curricular requirements. Students work independently on their own research projects and receive support through peer consultations, digital learning modules, and co-working spaces. The SFW aims to promote a reflective approach to research by experiencing central phases of the research process, addressing uncertainties, and encouraging independent professional development. For example, students may prepare a classroom observation for a master's thesis. The SFW complements curriculum-based teaching formats by emphasizing independent question development and a scientific approach to educational practice. Rather than focusing on producing verified knowledge, the SFW emphasizes that students take on a scientific perspective to educational practice (Lenge, 2026), which allows them to reflectively distance themselves from their practical experience (Fichten & Meyer, 2014; Weißhaupt et al., 2018). This principle is implemented through collective negotiation processes, peer feedback, and lecturers’ non-instructional roles (Rumpf, 2016; Stadler-Altmann et al., 2025). The SFW is characterized by an understanding of knowledge as contingent, context-dependent, and negotiable. Here, research-based learning is a circular process involving materiality, interaction, and collective reflection (Weißhaupt et al., 2018). Cognitive irritations, such as when empirical results contradict one's own expectations, can trigger reflection processes that contribute to developing a research-reflective attitude (Lenge, 2026). Under these conditions, students increasingly perceive research as meaningful to their professional development (van Ophuysen et al., 2017).

Fichten, W., & Meyer, H. (2014). Skizzen einer Theorie forschenden Lernens in der Lehrerinnenbildung. In E. Feyerer, K. Hirschenhauser & K. Soukup-Altricher (Eds.), Last oder Lust? Forschung und Lehrerinnenbildung (pp. 11–42). Waxmann. Huber, L. (Ed.). (2009). Forschendes Lernen im Studium: Aktuelle Konzepte und Erfahrungen. Universitätsverlag. Lenge, S. S. (2026, in press). Die Entwicklung einer forschend-reflexiven Haltung als Teil des Professionalisierungsprozesses angehender Lehrkräfte: Eine theoretische Perspektive auf das Konzept des Forschenden Lernens im Rahmen der Lehrer*innenbildung. In T. Mayer, F. Isensee, N. Zunker, F. Kapp & L. Meyer-Jenßen (Eds.), Interdisziplinäre Beiträge zur Bildungsforschung. Berlin Universities Publishing. Rumpf, D. (2016). Forschendes Lernen und Forschen lernen in Hochschullernwerkstätten. In S. Schude, D. Bosse & J. Klusmeyer (Eds.), Studienwerkstätten in der Lehrerbildung (pp. 73–85). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-11697-2_6 van Ophuysen, S., Behrmann, L., Bloh, B., Homt, M., & Schmidt, J. (2017). Die universitäre Vorbereitung angehender Lehrkräfte auf forschendes Lernen im schulischen Berufsalltag. Journal for Educational Research Online, 9(2), 276–305. Weißhaupt, M., Hildebrandt, E., Hummel, M., Müller-Naendrup, B., Panitz, K., & Schneider, R. (2018). Perspektiven auf das Forschen in Lernwerkstätten. In M. Peschel, M. Kelkel (Eds.). Fachlichkeit in Lernwerkstätten. Kind und Sache in Lernwerkstätten (pp. 187-212). Verlag Julius Klinkhardt. https://doi.org/10.25656/01:21428