The Bologna Process can be identified as one of the central educational reform processes of the last decade in Europe. The Europe-wide harmonisation of study programmes and their conversion into a homogenous bachelor and master system, with the aim to raise the competitiveness, inner-European mobility of students, the employability and in particular the comparability of qualifications, has led – not only in Germany – to tremendous changes in universities. This process was and is subject of many scientific and educational political controversies and debates (Maeße 2010, Winkel 2010, Curaj et al. 2012). The criticism of the Bologna-Process refers to tight time- and work schedules of teachers and students, the increasing decoupling of university research from ordinary day-to-day teaching and an increase of an instrumental, competitive logic in learning and teaching, lacking in group solidarity and solely fixated on high marks and passing or failing examinations (Schultheis et al. 2008, Kellermann et al. 2009). Academic teacher education is also massively affected in this process. There is widespread evidence of declining interest of students in teacher education in educational theory or empirical research in general, in favour of a highly narrowed focus on specific school subjects as well as didactic aspects of school and teaching practice. This conflicts with administrative and governmental demands on academic teacher education in German universities to educate prospective teachers towards a fundamentally research-oriented, critical self-positioning with regard to the daily pedagogical work in schools. Reverting to concepts of research-based teaching (Clark 1997, Brew 2006, Healey/Jenkins 2009) should enable prospective teachers to critically reflect their pedagogical work, to develop problem-solving skills and to determine where desiderata may lie and how practices of self-evaluation can be implemented. With this a change in learning culture is aimed at, in the sense of Barr & Tagg's (1995) idea of a „shift from teaching to learning“, to compensate structural deficits of the Bologna Reform. In this context, following Huber (2009) and Schneider/Wildt (2009), we understand research-based and research-oriented teaching as a close interaction with existing university research and on the other hand as an opportunity to work on the conception, implementation and results-based presentation of self-chosen research projects, addressing educational, pedagogic or didactic research questions. The aim of this research-based didactic concept is to provide students with basic theoretic and methodical competences in educational-empirical research and to initiate cooperative and critical-reflexive thinking processes (Cottrell 2005). The practical research work on 'real' issues will take place in supervised but independently working student research groups. This aids in the development of a research-oriented attitude (Schlömerkemper 2003), with regard to individual strategies of self-regulated acquisition of knowledge as well as the ability to transfer research-based teaching methods – theoretically and didactically – to future teaching practice into schools.

Specifically this paper examines the empirical question of how far research-based teaching can be realized under the structural conditions of modularised academic structures, which obstacles and ambivalences will appear and what kind of positive effects in teacher education can be achieved with this method

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