Methodological Consulting for the Support of Student Teachers in Research-Based Learning in the Master Thesis

Abstract

The curricular implementation of research-based learning within the practical semesters of most federal states is associated with the expectation that teaching students will develop research skills and a research-oriented attitude (Fichten & Weyland, 2018). However, the dual task of teaching and researching within the practical phase is often described as a stressfully perceived antinomy for most students (Fichten & Weyland 2018). One possibility for research-based learning apart from obligatory (teaching) internships is the implementation of empirical projects within the final thesis (Kamm & Bieri, 2008; Vetter, Staub & Ingrisani, 2014). The process of a bachelor/master thesis enables students to achieve a broader view of teaching systems and school systems over a longer term. However, even with this form of research-based learning, there is a need for methodological support so that it is considered meaningful (Weyland, 2014). It may therefore be useful to support students at the end of their bachelor's or master's degree in scientific work and in learning research methods in order to demonstrate the benefits of research-based learning for later professional practice. The QUALITEACH project "Qualitätsoffensive Lehrerbildung" funded by the BMBF has taken up this challenge and provides individual methodological advice for student teachers in their final thesis phase via the sub-project "Forschungslabor MasterMind ". In this article, the process of the methodological consulting is explained, the students ‘issues are sketched out and initial evaluation data is presented.