Conference Agenda

The Symposium is a collaboration between researchers from the European University Alliance Circle.U (https://www.circle-u.eu), specifically its Teacher Education Network (TENet), incorporating academics from the University of Belgrade, King’s College London and Humboldt-Universität zu Berlin.

As many other fields in education, in teacher education the role and shape of research is a matter of discussion - specifically, its place and extent in university curricula as well as in professional teacher development (cf. Gerheim 2022, Bergmark 2023). In recent years, as Research-Based Learning (RBL) has been increasingly added as a key feature in pre-service and in-service teachers’ professionalisation across different international contexts, various formats of integrating this approach in teacher education have been established and researched (cf. Brew & Saunders 2020, Raberger et al. 2026). Challenges and benefits have been identified, yet success often depends on how RBL as a fundamental principle within teacher education can be embedded within teacher education programmes and adapted to the various study contexts, to the target groups, their teaching experience, attitudes towards teacher research and other aspects (cf. Thiem et al. 2023). In addition to the development of relevant skills, knowledge and competences, student and teacher research into practice adds valuable perspectives and insights for academics in the field of education, as well as new topics and trajectories for scientific research in the field. In consequence, there remains a need to address the following question: How can research-based learning in teacher education be flexibly designed to cater to various groups of teacher researchers in specific settings, such as undergraduate students at the beginning of their studies, more experienced graduate students, as well as teachers who are teaching every day, taking into account their various backgrounds, needs and objectives?

In this symposium, we collect answers to this reseach question offering four contributions that exemplify different formats in pre-service teacher education (Stadler-Altmann, Lenge, Budjevac) and in-service professional development (Saunders). All four contributions are united by the goal of fostering an inquiry mindset, while differing in instructional design, in how they establish a connection between theory and practice and how they use different modes of mentoring and collaboration.

Methodologically, the four papers use various qualitative approaches, depending on the contexts researched. Set in the context of a teacher education program in Italy, Stadler-Altmann investigates the effects of integrating RBL in the curriculum with a closer look at teaching research skills and assessing RBL through the analysis of students’ posters, exams, and master’s theses. Lenge uses a theoretical approach, exploring the benefits and challenges posed to such open research areas as “student research spaces”, expanding on her literature-based descriptions with reflections about cases from her Berlin university’s context. Drawing on survey data from student teachers from the Circle.U Teacher Education Network, Budjevac presents findings of a collaborative study into student research, which involved student teachers as co-researchers, with the co-researchers particularly benefitting from their scaffolded experience. Finally, Saunders’ paper discusses results and insights from the Goethe-Institute's German teacher professional development program used worldwide, with data from participants from various countries, focusing on the groups’ heterogeneity and salient mentoring practices.

The four contributions thus present research results within their respective contexts, considering the various needs and motives, experiences, self-images, institutional access, mentoring offers, and curricular availability of research-based learning in their specific stages of professionalization within teacher education.

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.

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

The Teacher Education Network (TENet) is a research consortium from five European universities dedicated to initial teacher education (ITE) within the Circle.U European University Alliance (https://www.circle-u.eu). TENet’s primary objectives are to promote high-quality education and research in ITE (Brew, 2006) and to strengthen the internationalization of teacher education. One of the network's inaugural activities was a study conducted across all five networking universities, aimed at understanding the opportunities and needs of future teachers regarding research involvement during their ITE. The study utilized 11 focus group interviews, involving 32 ITE students. Crucially, the research was co-designed with student co-researchers, who participated in every phase alongside academic researchers. They conducted the focus group interviews and joined in the process of analyzing the data. Thus, beyond gaining insights into future teachers' needs and experiences, the project served as an opportunity to implement and evaluate collaborative research models in practice (Lave & Wenger, 1991). Results from the focus groups indicate that students perceive research involvement as a means to enhance critical thinking, shape teacher identity, build confidence, and create space for reflection. As one participant noted: “One cannot become a good teacher without this research mindset.” In addition to analyzing focus group data, we asked participating student co-researchers to reflect on their own experiences within this process. Their findings were consistent with the broader data but grounded in concrete research practice. They identified the value of student teacher research for both academic requirements (such as Master’s theses) and practical classroom work. Furthermore, they reported that they “felt the research way of thinking was natural” and viewed research as a vital tool for increasing the quality of teaching (cf. Cochran-Smith & Lytle, 2009). Participants also noted improvements in research literacy and public speaking, which significantly boosted their self-confidence. Despite the strong similarities between the focus group responses and the experiences of the co-researchers, we identified an additional, unique value in the co-researching model, exemplified by this student quote: “This meant that the responsibility of the research did not rest entirely on my shoulders; instead, I was gradually introduced to the research process and the ways in which research is conducted. [This] was exactly what made the research much more accessible to me, and I had very good role models to look up to.” This suggests that collaborative research acts as a scaffolding mechanism, a step-by-step approach to make academic inquiry more approachable for future educators.

Brew, A. (2006). Research and teaching: Beyond the divide. Palgrave Macmillan. Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research in the next generation. Teachers College Press. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.

Looking at research-based learning beyond the university context, this presentation introduces an international professional development program for teachers of German, which the Goethe-Institute offers worldwide as a key qualification in the field (“Deutsch Lehren Lernen”, DLL). The participants are in-service teachers, second and first-language speakers with varying teaching and research experience. Besides theoretical material, the program includes a significant research component called “practice exploration project”, requiring the participants to undertake practice research in their own classrooms, exploring how discussed theoretical phenomena occur in their learning groups or applying and evaluating newly studied methods, for example (Saunders et al. 2020). A quantitative survey looking at research attitudes and knowledge showed a heterogenous background of research experience in the sample of 312 teacher researchers (Helmbold et al., 2023), pointing to the need for skilled mentoring. Thus, extensive research was done looking at salient mentoring practices of established DLL tutors in hybrid settings (Walkington et al. 2025), using a qualitative analysis of 17 in-depth interviews with expert teacher-mentors from all over the world. The authors identified 11 practices that successfully supported these kinds of practice inquiry projects conducted by non-academic teacher-researchers. Most notably, compared to other mentoring groups, these tutors rigidly reflected on their own mentoring practice, suggesting that the DLL program creates an “inquiry mindset” even outside the immediate target group.

Helmbold, B., Karbi, G. & Saunders, C. (2023). Einstellungen und Kompetenzen hinsichtlich Forschenden Lernens in DLL. Eine Fragebogenerhebung unter am Programm teilnehmenden Deutschlehrenden weltweit. KONTEXTE. Internationales Journal zur Professionalisierung in Deutsch als Fremdsprache weltweit, 1(2):64-77. DOI: https://doi.org/10.24403/jp.1335302 Saunders, C., Werner, T., Helmbold, B. & Schart, M. (2020). „Praxiserkundungen als Ansatz für Forschendes Lernen im Bereich Deutsch als Fremd- und Zweitsprache“. Zeitschrift für Hochschulentwicklung, 15(2):101-124. https://www.zfhe.at/index.php/zfhe/article/view/1347 Walkington, H., Saunders, C., Helmbold, B., Schart, M., Ebid, A. & Frodsham, S. (2025): Salient practices in mentoring teachers as researchers: the Goethe-Institute’s German as a foreign language continuing professional development programme. Zeitschrift für Bildungsforschung, 24 p. https://doi.org/10.1007/s35834-025-00514-4