Teamfoto

Chair for Research on Teaching and Learning

Teacher Education and Educational Reserach
Teamfoto
Image: Anna Schroll

Welcome to the Chair for Research on Teaching and Learning

The chair, led by Professor Alexander Gröschner, investigates school related issues, classroom practices and combines empirical findings of research on teaching and learning with the development of hands-on material for professional teacher learning and teacher education. Our aim is to make best use of theories, versatile methological approaches and empirical findings.

On our website you will find information about our team, research projects as well as information about our teaching and offers for exams and qualifications. For further information and questions, please do not hestitate to contact us.

Teamfoto

Teamfoto

Image: Anna Schroll

20 Publikationen filtern

Die Publikationen filtern

Highlighted authors are members of the University of Jena.

  1. Differentielles Lernen im Praxissemester

    Year of publication M. Jähne
    In teacher education research, the relevance of differences in the individual preconditions of preservice teachers for the use of learning opportunities is emphasized. With the help of the concept of differential learning, this study addresses intra-individual and inter-individual differences in the individual preconditions of preservice teachers, which are reflected in learning processes and learning outcomes. Using four categories to capture differential learning (mechanism, process, classification and interaction), the empirical gap in differential learning is described. It is examined which insights the investigation of differential learning offers for teaching practicum research and which differential insights can be generated through selected research methods. Within three sub-studies, a total of N = 188 preservice teachers from three cohorts were examined. Narrative interviews, self-assessments and a task battery were used to assess extrinsic learning motivation, basic psychological needs and coping with incoherence as individual preconditions. The data were analyzed using narrative analysis, random intercept cross-lagged panel models, and conditional effects models. Changes were found for all individual preconditions, which interact with contextual factors such as school and university mentoring, so that learning opportunities promote different learning outcomes both inter- and intra-individually. All three methods of analysis, considering the categories to capture differential learning, showed a basic suitability with simultaneous limitations. The results point to the need to develop learning opportunities that consider the individual preconditions of preservice teachers as well as situational conditions. To capture the underlying, complex relationships, quantitative research requires methods that go beyond sample-based approaches and adopt a dynamic, person-related perspective.
    University Bibliography Jena:
    fsu_mods_00024394External link

  2. Emotion dynamics in learning: insight from a situational approach

    Year of publication B. Berweger
    University Bibliography Jena:
    fsu_mods_00026094External link

  3. Under pressure? Exploring the moderating and mediating role of principal–teacher relationships in primary and secondary school teachers’ burnout symptoms

    Year of publicationPublished in:Social psychology of education: an international journal M. Dehne, D. Roorda, H. Koomen, M. Zee
    Identifying protective factors against increased work pressure is crucial to prevent teachers from experiencing burnout complaints. Two studies with 363 primary (Study 1; 95.0% female) and 419 secondary school teachers (Study 2; 80.4% female) tested whether dyad-level principal–teacher relationships (closeness, conflict) moderated or mediated the associations between work pressure and burnout symptoms. In both studies, closeness and conflict partially mediated the association of work pressure with emotional exhaustion and depersonalization. Closeness fully (Study 1) or partially (Study 2) mediated the association with personal accomplishment. However, no evidence for a moderating role was found. To conclude, principal–teacher relationships seem to be a potential mechanism underlying the association between work pressure and burnout.
    University Bibliography Jena:
    fsu_mods_00022141External link

  4. Mentor teachers’ motivations and implications for mentoring style and enthusiasm

    Year of publicationPublished in:Teaching and teacher education : an international journal of research and studies ; tate C. Kuhn, G. Hagenauer, A. Gröschner, A. Bach
    Using expectancy-value theory, this cross-sectional study examines the extent to which the expectations and values mentor teachers attach to mentoring are associated with their mentoring styles and enthusiasm. Path-analytical results of N = 189 Austrian mentor teachers surveyed in 2022 showed that high expectations of success and high attribution of values related to the social utility of mentoring are associated with self-assessed constructive mentoring. Transmissive behavior correlated positively with extrinsic personal utility value. Enthusiasm is high when mentors have a strong intrinsic motivation and attach high intrinsic personal utility value to mentoring. These findings contribute to knowledge on factors shaping mentoring quality.
    University Bibliography Jena:
    fsu_mods_00009756External link

  5. Mentor teachers’ achievement goal orientations for mentoring during the practicum

    Year of publicationPublished in:European Journal of Teacher Education C. Kuhn, G. Hagenauer, A. Gröschner
    Teachers’ varied goal orientations meaningfully explain differences in their behaviour and cognition. Achievement goal orientation theory (GOT) provides a valuable theoretical framework for understanding teacher motivation. However, GOT has not yet been applied in the context of mentoring student teachers during the practicum. This study explores the use of GOT and describes mentor teachers’ motivations during the school practicum. For this, we analyse semi-structured interviews with 23 Austrian mentor teachers using qualitative structuring-content analysis. Results show that within the mentoring context it is important to differentiate between self- and other-oriented goal orientations. Mentor teachers are strongly mastery and relational goal oriented, while ability-avoidance and work-avoidance goals are less prominent. Overall, the findings demonstrate GOT’s value in understanding mentor teachers’ motivations. Implications are offered as an avenue for future research.
    University Bibliography Jena:
    fsu_mods_00011936External link

  6. How to Promote Dialogic Teaching During a Field Experience: A Quasi-Experimental Study of Preservice Teachers' Perceptions of Video- and Simulation-based Learning

    Year of publicationPublished in:Revista Pensamiento Educativo E. Calcagni, A. Gröschner, S. Klaß
    Teacher Education Programs (TEPs) face the issue of how to support preservice teachers in developing teaching skills that link theory and practice. The core practices approach offers a relevant alternative, including the definition of focal teaching practices and pedagogies of practice to promote them. One such pedagogy consists of approximations, through which preservice teachers can try out practices in low-stakes settings. These pedagogies are usually time intensive and can require substantive course restructuring. This raises the question of whether teaching simulations can be productively used in less intensive settings, and how these are perceived by students. We present the results of a quasi-experimental study conducted with preservice secondary teachers in Germany. The study assesses a novel teaching simulation and compares it with an established video-based analysis learning setting. Both conditions were implemented as part of a university-based seminar accompanying a five-month field experience focused on fostering productive classroom dialogue. The research aim was to assess the new simulation where a preservice teacher was meant to practice conducting productive classroom dialogue, which was videoed and then analyzed collectively (n=180 students). We compared this setting with a video-based analysis of classroom dialogue (n=100 students). The research questions focus on students' learning perceptions and self-efficacy perceptions around dialogic teaching, which we addressed using pre-post surveys. Our main results show that preservice teachers in the simulation condition had significantly more positive perceptions of the learning setting, including reported knowledge gains and intention to apply. Meanwhile, both groups had equally high levels of self-efficacy regarding classroom dialogue from pre to post-test with no significant interaction effect in favor of the IG. We discuss the results, which offer support for the proposed intervention, considering previous research on learning to teach in a teaching practicum. The lack of changes in self-efficacy is addressed, considering limitations and aspects for further research.
    University Bibliography Jena:
    fsu_mods_00016780External link

  7. Promoting video-based research in teacher education and professional development: A commentary on ontological, methodological and epistemological advances

    Year of publicationPublished in:Learning, Culture and Social Interaction A. Gröschner
    Video is a powerful tool that has widely been implemented in research on and practice in teacher education and professional development (PD). Therefore, this issue of LCSI is timely, and all articles provide insights into the “positioning” of video as an “ontological and epistemological” research tool beyond methodological developments. In the following, I do not intend to present each study in detail. Instead, I select research highlights from the papers and link their contributions to the overall aims of this special issue.
    University Bibliography Jena:
    fsu_mods_00003770External link

  8. Fostering Students’ Situational Interest in Physics: Results from a Classroom-Based Intervention Study

    Year of publicationPublished in:Research in science education : journal of the Australasian Science Education Research Association H. Brakhage, A. Gröschner, M. Gläser-Zikuda, G. Hagenauer
    Research indicates that students’ interest in science decreases during their school years. To counteract this, a quasi-experimental instructional intervention was designed in which we addressed students’ leisure interests to foster their (situational) interest in physics. Students in the intervention group got the opportunity to choose topics matching their leisure interests (e.g. sports, music) and were encouraged to reflect on and discuss the application of principles of semiconductor physics to those topics throughout the intervention with a duration over 11 lessons. The intervention group consisted of 60 students from German high-track schools; another 55 students comprised the control group. The results of a MANCOVA analysis indicate that the instructional intervention succeeded in triggering students’ catch and hold component of situational interest during all four phases of the lesson series. Furthermore, behavioural disengagement developed more positively for students in the intervention group, while no significant effects were found for their behavioural engagement, their interest in physics-related activities in leisure or their general interest in physics classes in school. The results suggest that addressing students’ leisure interests in physics classes can promote their situational interest and reduce their behavioural disengagement in physics.
    University Bibliography Jena:
    fsu_mods_00005835External link

  9. Utility-value change and the role of emotional cost in video-based learning: a matter of student teachers’ interpretation of experience

    Year of publicationPublished in:Frontiers in Psychology M. Dehne, A. Gröschner
    Motivational and emotional characteristics influence teachers’ reflections on video clips from their own teaching. However, utility values and the role of emotional cost have not been considered yet in video-based research in teacher education. In the present study, 102 student teachers were randomly assigned to an intervention group (IG) with video-based documentation of a lesson and systematic writing assignment or to a control group (CG) with protocol-based documentation of a lesson and writing assignment. Multigroup latent change score analysis indicated that IG participants, on average, showed a 0.52 SDs higher increase in utility values than the CG three months after the teaching practicum. Emotional cost was negatively related to baseline utility-value scores but predicted latent change scores positively after the writing assignment. The study adds to the current repertoire of video-based learning opportunities by providing a systematic writing assignment targeting student teachers’ interpretation of experiences to leverage motivation.
    University Bibliography Jena:
    fsu_mods_00006530External link

  10. Dialogische Unterrichtsgespräche führen: Einstellungen von angehenden Grundschullehrpersonen im Langzeitpraktikum

    Year of publicationPublished in:Zeitschrift für Grundschulforschung F. Hickethier, A. Gröschner, E. Calcagni, B. Gold, M. Müller, M. Dehne
    University Bibliography Jena:
    fsu_mods_00017178External link

  12. Wie hängt die Berufserfahrung mit der Bereitschaft zur Teilnahme an Fortbildungen zusammen? Eine empirische Analyse zur generellen Fortbildungsmotivation von Lehrpersonen

    Year of publicationPublished in:Zeitschrift für Erziehungswissenschaft D. Hauk, A. Gröschner, D. Rzejak, F. Lipowsky, G. Zehetner, T. Schöftner, A. Waid
    This study investigates the relation between teachers’ professional experience and their motivation to participate in professional development. For this purpose, 400 Austrian teachers answered a standardised questionnaire regarding their professional experience and motivation. Teachers’ motivation to participate in professional development was analysed with regard to four dimensions: external validation, career prospects, motivation for becoming a better teacher and social interaction. Results show that external validation, career prospects and the motivation for becoming a better teacher are related to teachers’ professional experience whereas social interaction was identified as independent. The findings are discussed with regard to teacher professionalisation and design principles for teacher professional development.
    University Bibliography Jena:
    fsu_mods_00000059External link
Pagination Page 1