Learning to research in research-oriented learning: Between school-practical knowledge interest and practical research requirements

In the research-oriented learning as the central method of the internship semester, a professionally relevant question is addressed following scientific research standards in order to develop a research-oriented, reflective competence and to prepare for professional teaching. However, how student teachers acquire the necessary research-methodological competencies, which research-practical challenges they face in project implementation and how they deal with these challenges has rarely been investigated until now. Based on two case studies, student orientations in the pursuit of their own school-related knowledge interests are reconstructed against the background of practical research requirements.