Developing the research competence of future teachers

A recent study with prospective teachers at the University of Cologne shows how research competence develops during research-based learning. While the cognitive domain of research competence—for example, knowledge and understanding of research processes—increases significantly over the course of the semester, motivational aspects such as enjoyment, interest, and perceived benefits of research decrease slightly (the so-called affective-motivational domain). However, the decisive factor is that prospective teachers who are particularly motivated at the outset also develop their cognitive domain the most.

Research-based learning is a central principle of teacher education throughout Germany. It is intended to enable prospective teachers to reflect on and further develop their teaching on a scientific basis. The study "Development of the affective-motivational and cognitive domains of research competence in a research-based learning intervention" has been published in the journal Zeitschrift für Erziehungswissenschaft and provides new empirical insights into the interplay of the cognitive and affective-motivational domains in the acquisition of research competence.

It is the result of a collaboration between the Institute of Biology Education and the Empirical School Research section at the University of Cologne's Department of Education and Social Sciences, and emphasizes the importance of research-based learning for evidence-oriented teacher training—in Cologne and beyond.

"Our results show that the cognitive domain of research competence improves significantly over time: the prospective teachers understand better how research works and how they can critically evaluate scientific findings," explains first author Lea Gussen from the Institute of Biology Didactics.

"At the same time, motivation is decreasing, which is presumably related to the high complexity and challenges associated with empirical work. Nevertheless, initial motivation is decisive in determining how strongly cognitive abilities develop."

The research team studied 193 prospective biology teachers who were actively involved in their own research project as part of a module on research-based learning. Using a cross-lagged panel model, the researchers were able to show that the affective-motivational domain contributes to an increase in the cognitive domain of research competence, whereas the cognitive domain alone does not strengthen the affective-motivational domain.

"These findings make it clear that research-based learning must not only be methodologically well designed, but also supported motivationally," emphasizes principal investigator Dr. Jörg Großschedl, Professor at the Institute of Biology Didactics. "If prospective teachers experience research as relevant and feasible, the combination of theory and practice can have a positive impact on the quality of their teaching in the long term."