Research-based Learning as Problem Area in Philosophical Teacher Training at Schools

Abstract

Since 2014, research-based learning is a crucial part of teacher train-ing in North Rhine-Westphalia (Germany). This new feature of university teacher training is assumed to facilitate future teachers’ process of professionalization. It is the paper’s objective to analyze two students’ personal reports on research-based learning. The reports are based on the students’ experiences concerning a small research project they had conducted while completing part of their assistant teacher training in philosophy at secondary schools. Their reports may assist uni-versity staff to improve preparation seminars for practical teacher training in or-der to help students to understand better the idea of research-based learning and how it can support their own professionalization. Finally, the paper suggests how research-based learning can be implemented more successfully in teacher training programs.