Reconstructive Longitudinal Study of Professionalization Processes in an Inquiry-Based Learning Context: A Comparison of Two Universities
Educational Research on Socialization, Welfare and Professionalism
Final Report Abstract
The aim of the research project was to reconstruct the collective orientations of student teachers with regard to research-based learning in two university contexts and to trace their longitudinal development. To this end, a total of 15 group discussions were conducted with student teachers at the universities of Hamburg and Bielefeld at the beginning of two respectively four research courses in educational science (t1). All groups were surveyed again at the end of the second semester of the program (t2). In addition to these 30 group discussions, in-depth individual interviews were conducted with selected student teachers at t2, and information about the courses was obtained through document analyses and expert interviews with teacher educators. Due to the pandemic, all data collection took place via Zoom. The documentary method was used to analyze the group discussion data. As a result, the basic type of perception of the requirement to implement research-based learning during teacher education emerged in the group discussion study at t1 and t2. At t1, three types could be reconstructed that describe typical orientation frameworks in a broader sense for dealing with this requirement: personal approach, university framing and factual determination. These three types could be reconstructed at t2 with some modifications. For example, the personal approach changes to a relating and involving approach, i.e., that not only individual but shared experiences with research are available and can be compared in an open-minded attitude. The university framing becomes more pronounced insofar as the students increasingly distance themselves from research-based learning and, in contrast to gaining practical experience at schools, see this as hardly useful for their future careers. The type of factual determination only appears in aspects at t2; apparently a search for definitions and for conceptual understanding of research is no longer central. The longitudinal study shows on the one hand continuity: there are several cases that can be assigned to the same type at t1 and t2; on the other hand, there are also changes. For example, the approach type gains cases at t2 that were primarily assigned to the factual determination at t1. Apparently, there were transformations in the processing of the requirement to deal with research-based learning during the studies. It also becomes apparent that the approach type is mainly located at the University of Hamburg, while the framing type is consistently found at the University of Bielefeld, where researchbased learning is carried out in conjunction with a longer school internship. In the discussion, the findings are related to the empirical state of research, whereby it becomes clear which new results could be generated. Statements about professionalization and an outlook on subsequent research desiderata conclude our report.
Publications
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Irritationen beim Forschenden Lernen. Irritierende Erfahrungen von Lehramtsstudierenden und wie sie damit umgehen. Hochschullehre im Spannungsfeld zwischen individueller und institutioneller Verantwortung, 227-241. Springer Fachmedien Wiesbaden.
Hinzke, Jan-Hendrik & Paseka, Angelika
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Forschendes Lernen in der universitären Lehrer*innenbildung. Ergebnisse einer explorativen Längsschnittstudie zur Förderung von Forschungskompetenz und Forschungsinteresse in Forschungswerkstätten an der Universität Hamburg. Zeitschrift für Bildungsforschung, 12(1), 81-108.
Paseka, Angelika; Hinzke, Jan-Hendrik; Feld, Imogen & Krammer, Georg
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Gruppendiskussionen via Zoom durchführen und mit der Dokumentarischen Methode auswerten. Methodologische Reflexionen unter Einbezug empirischer Daten. Jahrbuch Dokumentarische Methode, 5. Berlin: centrum für qualitative evaluations- und sozialforschung e.V. (ces), 41-64
Hinzke, J.-H. & Paseka, A.
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Dokumentarische Methode – Professionalisierung – Forschendes Lernen. Das Gruppendiskussionsverfahren zur Erfassung von Orientierungen von Lehramtsstudierenden in der Diskussion. ZQF – Zeitschrift für Qualitative Forschung, 24(1), 172-188.
Hinzke, Jan-Hendrik & Paseka, Angelika
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Learning through perplexities in inquiry-based learning settings in teacher education. Teachers and Teaching, 31(2), 281-296.
Paseka, Angelika; Hinzke, Jan-Hendrik & Boldt, Vanessa-Patricia
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Ungewissheit als 'Treiber' von Professionalisierungsprozessen? Interpretationen von Gruppendiskussionen mit Lehramtsstudierenden zu Beginn von Veranstaltungen forschenden Lernens. Professionalität und Professionalisierung von Lehrpersonen. Perspektiven, theoretische Rahmungen und empirische Zugänge, 73-93. Verlag Julius Klinkhardt.
Hinzke, Jan-Hendrik; Boldt, Vanessa-Patricia & Damm, Alexandra
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Forschendes Lernen zwischen routinisierter Gewissheit und krisenhafter Ungewissheit. Zeitschrift für Pädagogik(4), 505-522.
Hinzke, Jan-Hendrik
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Lehramtsstudierende reflektieren über Forschen. Praxeologisch-wissenssoziologische Analysen zu studentischen Wissensbeständen als Ausgangspunkt Forschenden Lernens. Dokumentarische Professionalisierungsforschung bezogen auf das Lehramtsstudium, 235-253. Verlag Julius Klinkhardt.
Hinzke, Jan-Hendrik; Damm, Alexandra; Boldt, Vanessa-Patricia & Paseka, Angelika
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Crisis, Transformation and Learning:. Krisen und Transformationen, 393-404. Verlag Barbara Budrich.
Paseka, Angelika; Scholkmann, Antonia; English, Andrea R. & Hinzke, Jan-Hendrik
