Research-based learning has become a salient concept within the extended field experiences recently established in several of the German Federal States’ teacher education programs. Initial empirical findings, however, indicate a lack of acceptance of researchbased learning both with trainee teachers and their mentors in school. Various reasons seem possible: research-based learning implies simultaneity of teaching and researching; doing research during field experience is compulsive for all trainee teachers; frameworks for teachers doing research in schools are lacking. This paper proposes a discussion of the final point which has so far been neglected in academic discourses concerned with the prerequisites of research-based learning.

Keywords
research-based learning, teacher education, field experience, student teaching semester, professionalization