Reconstructive Longitudinal Study of Professionalization Processes in an Inquiry-Based Learning Context: A Comparison of Two Universities

本研究的目的是在两种不同的探究性学习形式下，重建作为探究性学习基础的实习教师的集体取向，并从纵向角度追踪和再现这些取向。目前，人们对探究性学习的期望很高--尤其是在教师培训和教育的初始阶段。在这方面，研究性学习应该为实习教师提供两个不同领域的专业技能，即教学实践和研究实践。探究性学习能否以及在多大程度上能够满足这些期望，目前还没有得到实证研究；日益流行的探究性学习与目前的研究状况之间存在着显着的不平衡。在此背景下，研究项目侧重于在德国的教育科学和学校教学中使用探究式学习的两种不同形式和实例：结合实践阶段的探究式学习(比勒费尔德大学)和没有实践阶段的探究式学习(汉堡大学)。小组讨论将使用文献资料法进行分析，并将集中讨论与以下问题有关的问题：可以重建的探究性学习背后的学生教师的集体取向，在各个探究性学习计划过程中出现的这些取向背后的显性和隐性知识的连续性和间断性，以及这些知识形式及其相互关系的不同程度取决于所使用的探究性学习方式。纵向研究将产生三种类型，这些类型将在伴随小组讨论的一系列支持性采访中得到补充。在随后的单独步骤中，将在期望探究式学习和通过使用探究式学习实现专业化的背景下讨论类型学。这样，该项目在总体上促进了研究性学习的开展，特别是在教师教育和培训的初始阶段，促进了通过研究性学习实现专业化的论述。

The aim of this research project is to reconstruct collective orientations of student teachers underlying inquiry-based learning in two different formats of inquiry-based learning as well as to trace and repro-duce these orientations from a longitudinal perspective. Expectations of inquiry-based learning are currently high – especially for the initial phase of teacher training and education. In this regard, inquiry-based learning should provide student teachers with professional skills in two distinct fields, namely teaching praxis and research praxis. Whether and to what extent inquiry-based learning can meet these expectations has so far not been investigated empirically; there is a striking imbalance between the increasing popularity of inquiry-based learning and the current state of research. Against this background, the research project focuses on two diverging formats and examples of the use of in-quiry-based learning in the education science and school pedagogics context in Germany: inquiry-based learning in conjunction with a praxis phase (University of Bielefeld) and inquiry-based learning without a praxis phase (University of Hamburg). The group discussions will be analysed using the documentary method and will centre on questions relating to the collective orientations of student teachers underlying inquiry-based learning that can be reconstructed, the continuities and discontinui-ties with regard to the underlying explicit and tacit knowledge behind these orientations which emerge over the course of the respective inquiry-based learning programme, and the extent to which these forms of knowledge and their interrelations differ depending on the inquiry-based learning format used. The longitudinal study will produce three typologies, which will be augmented in a series of supporting interviews that will accompany the group discussions. In a subsequent, separate step, the typologies will be discussed in the context of the expectations of inquiry-based learning and the an-ticipation of professionalization through its use. In this way, the project contributes both to the dis-course on inquiry-based learning in general and to the discourse on professionalization through in-quiry-based learning in the initial phase of teacher education and training in particular.