Editorial

Ziel des vorliegenden Themenheftes ist es, aktuelle Zugänge zum Forschenden Lernen in den Fachdidaktiken sowie im Bereich „Deutsch als Zweitsprache“ vorzustellen und zu diskutieren. Das Hauptaugenmerk der Beiträge richtet sich auf eine theoriegeleitete Rekonstruktion von Zusammenhängen zwischen fachdidaktischen Wissensformen und anzubahnenden Prozessen der Professionalitätsentwicklung während solcher Praxis-phasen im Studium, denen ein Konzept Forschenden Lernens zugrunde liegt. Der ana-lytische Schwerpunkt liegt auf dem Versuch, Prozesse von Professionalitätsentwick-lung im Rahmen von Praxisphasen theoriegeleitet zu verstehen und nach Möglichkeit fächerspezifisch auszudifferenzieren. According to current theories, professional teachers conceive their area of action (i.e. the classroom) as a basically ambiguous space that requires to establish constantly and reflexively an interrelation between situative contingen-cies and professional knowledge. In this view, professionalism means the ability to actualize and calibrate professional knowledge and situational awareness in ac-cordance with interactively embedded requirements of perception and action. Goodwin (1994, 2018) labels such an ongoing calibration of professional knowl-edge and situational awareness as “professional vision”. To acquire a profession-al vision means to perceive (scientific) discipline’s objects as part of the profes-sionally appropriate practices of naming, assessing, and acting. In teacher edu-cation, concepts of research-based learning are widely discussed as a way to promote professional vision, and thus the development of professionalism. These concepts stress the structural similarities between researching and teaching, both featuring an open-mind attitude towards situative characteristics and contingen-cies, and construction and selection as a key to knowledge building and under-standing of the situation. It is this special issue’s objective to introduce and dis-cuss current conceptions of research-based learning from the area of subject didactics. Focus is on the theory-based reconstruction of processes of profession-al development in the context of practical teacher training during university edu-cation. The contributions present an interdisciplinary approach to research-based learning, and otherwise discuss first results from German didactics, philosophy, sport and social science education, and, finally, German as a second language&nbsp