'Why should I do research?': Effects of research-based learning on student teachers

While research-based learning is associated with a variety of goals and is established in many study programmes, there are hardly any studies available that allow causal statements to be made about its effects. This is particularly true for research-based learning in teacher education. This is the starting point of the present study: Using a quasi-experimental panel design, the effects of research-based learning on students in teacher education and non-teaching professions at the University of Oldenburg (Germany) are examined. The results show that, in contrast to other students, student teachers do not believe that they benefit from research-based learning with regard to the development of research competencies.