Früher fremdsprachenunterricht: Forschendes lernen mit angehenden DaF-lehrer*innen. Eine aktionsforschung

This dissertation examines how inquiry-based learning in an action research-based, ten-week online seminar series strengthens the professionalization of prospective German as a Foreign Language (GFL) teachers for the primary level. The focus is on the development of attitudes, knowledge bases, and perceived competence gains, as well as the transfer of learning into practice within the Turkish educational context. The approach combines theoretical orientation with guided experimentation and reflective evaluation to build practice-proximal routines. Methodologically, a mixed-methods design was implemented within cyclical action research. Data were collected at three points in time: a pretest (T1), a formative interim survey after session 5 (T2), and a delayed posttest approximately one year after completion (T3). The initial sample comprised 23 participants, with responses of n = 11 at T2 and n = 10 at T3. Through the triangulation of questionnaires, group discussions, and process observations the study identified convergences, complementary findings, and possible divergences. Comparisons between measurement points were conducted on a construct basis and interpreted descriptively. The follow-up results (T3) show that all respondents report increased interest in early foreign language teaching. 70% feel well prepared for the primary level and can envisage working in this field. Almost all participants are familiar with the Nürnberger Empfehlungen and the DLL series (the Goethe-Institut's Deutsch Lehren Lernen professional development program) and state that they can use these for lesson design. 60% implement the seminar content in their school practicum and the same proportion in professional practice. Observation and reflection have become established routines. Perceived competence gains concern the planning of action-oriented sequences, methodological-didactic confidence, and the teacher role. Action research-based cycles of planning, trying out, observing, and reflecting sustainably foster practice-oriented professionalism, stabilize reflective routines, and support the use of key reference documents. The findings are to be generalized analytically. Implications concern the curricular embedding of research-oriented elements, systematic work with reference documents, and a stronger integration of theory, trial, and reflection in GFL teacher education in Turkey. A pronounced orientation toward continuing education is also evident, which supports the transition from reflection to sustained professionalization.