Development of student teachers’ research competence in the context of research-based learning: a longitudinal study on the effects of an e-learning-supported intervention

Abstract Research competence is a central foundation of teachers’ professional practice and, thus, an essential goal of teacher education. Research-based learning (RBL) in the context of the long-term practicum offers a learning opportunity for student teachers to develop their research competence by planning and conducting their own research projects. However, student teachers often perceive research methods as challenging and lack the motivation to engage in research. To promote student teachers’ research competence, we developed an interactive e‑learning module and examined the effectiveness of (1) the e‑learning module and (2) its combination with online instruction compared with (3) online instruction only on three outcomes: student teachers’ research knowledge and skills (RKS), their joy in conducting research and their overall module grade as an indicator for the successful mastering of RBL requirements. Using a sample of 347 master’s students, the effectiveness was analysed (a) immediately after the respective instructional formats and (b) after RBL in students’ subsequent long-term practicum. Although both e‑learning formats effectively promoted student teachers’ RKS compared with online instruction only, the student teachers did not further develop RKS during RBL in any group. Neither the e‑learning module nor online instruction nor their combination immediately fostered student teachers’ joy in conducting research. However, only the students in both e‑learning-supported groups significantly increased their joy during RBL. Regarding student teachers’ overall module grades, there were no differences between the intervention groups and control group. The results are discussed in the context of the effectiveness of RBL and the potential of e‑learning.