Teamfoto

Professur für Schulpädagogik und Unterrichtsforschung

Forschen und Lehren für die Schule von morgen.
Teamfoto
Foto: Anna Schroll

Herzlich Willkommen auf der Homepage der Professur für Schulpädagogik und Unterrichtsforschung

Als Teildisziplin der Erziehungswissenschaft beschäftigen wir uns am Lehrstuhl unter der Leitung von Prof. Dr. Alexander Gröschner mit zentralen Fragen des Lehrens und Lernens. In unseren empirischen Untersuchungen verbinden wir Erkenntnisse der Unterrichtsforschung mit Komponenten wirksamen Handelns von Lehrpersonen. Unsere Studien führen wir an Schulen, Hochschulen und im Rahmen der Fort- und Weiterbildung durch. Durch verschiedene theoretische Ansätze, vielseitige methodische Zugänge und innovative digitale Werkzeuge und Lernumgebungen trägt unsere Forschung zum Grundlagenwissen bei. Dabei kooperieren wir intensiv mit Kolleginnen und Kollegen im In- und Ausland.

Darüber hinaus zielt unser Engagement in Forschung und Lehre auf die Aufbereitung von Erkenntnissen für die Bildungspraxis und liefert Impulse für die Weiterentwicklung des Unterrichts und der Lehrerbildung. Wir stehen im engen Austausch mit Partnerschulen und Institutionen der Fort- und Weiterbildung und lassen unsere Erkenntnisse gemeinsam in die Unterrichts- und Schulentwicklung einfließen.

Auf unserer Homepage laden wir Sie herzlich zum Kennenlernen unserer Arbeit ein: Hier finden Sie aktuelle Informationen, Hintergründe zum Team des Lehrstuhls und unseren Forschungsprojekten sowie zu unserem Lehrangebot,der Nachwuchsförderung und unseren entwickelten Online-Fortbildungen für (angehende) Lehrpersonen.

Wir freuen uns, wenn wir Ihr Interesse geweckt haben! Schreiben Sie uns gerne, wenn Sie weitere Informationen wünschen, Fragen haben oder wir durch unsere Publikationen und Kooperationen Ihre Neugier geweckt haben.

Weitere Informationen zum Institut für Erziehungswissenschaft finden Sie hier.

Teamfoto

Teamfoto

Foto: Anna Schroll

  4. Tutor*in gesucht

    Für die Vorlesung Statistik wird ein*e Tutor*in (20h / Monat) gesucht

Alle Meldungen

28 Publikationen filtern

Die Publikationen filtern

Hervorgehobene Autoren sind Mitglieder der Forschungsgruppe.

  1. How useful is virtual reality? A mixed-method study on student teachers’ perceptions

    Autoren
    F. Hickethier, A. Gröschner, M. Dehne, E. Ader, T. Michalsky
    Erscheinungsjahr
    Erschienen in:
    Frontiers in Education
    Virtual reality (VR) as a form of simulation-based learning can lead to better understanding of learners and increase motivation. Recent evidence shows effectiveness in teacher education in terms of skill growth for student teachers. In this regard, the perceived usefulness of a novel technology is a key factor affecting behavioral intention to use it. Therefore, this mixed-method study investigates the perception of the usefulness of a VR environment from the perspective of student teachers and explores to what extent the change in perception affects the intention to use it in later professional practice. To answer the questions, N = 57 student teachers from four countries assessed a VR environment designed for teaching mathematics. The VR environment deals with the spread of infectious diseases to address the mathematical issue of exponential growth. To assess its usefulness as well as its general potential, students filled in a questionnaire before and after the VR simulation and participated in an interview afterwards. The findings show a significant positive change in usefulness beliefs. Furthermore, perceived usefulness predicted intention to use the VR technology. Results from the interviews show the potential of the new technology in transcending certain boundaries of everyday teaching and emphasize on the affective component of a VR experience in schools. But also limitations for every day life and use of VR, for instance, with regard to specific age groups were mentioned. A main implication of this study is that an early experience of VR in teacher education underlines the willingness to use this technology in later professional life.
    Universitätsbibliographie Jena:
    fsu_mods_00030142Externer Link

  2. Differentielles Lernen im Praxissemester

    Autor
    M. Jähne
    Erscheinungsjahr
    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.
    Universitätsbibliographie Jena:
    fsu_mods_00024394Externer Link

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

    Autor
    B. Berweger
    Erscheinungsjahr
    Universitätsbibliographie Jena:
    fsu_mods_00026094Externer Link

  4. Self-regulated learning in immersive virtual reality: A case study on a pre-service teacher's behavior and perceptions

    Autoren
    E. Ader, I. Paksoy, T. Michalsky, A. Gröschner, M. Dehne, Z. Jassin, F. Hickethier
    Erscheinungsjahr
    Erschienen in:
    Computers in Human Behavior Reports
    Immersive and interactive learning provided by virtual reality is promising, however it has not yet achieved mainstream acceptance in educational contexts. Self-regulation is a crucial process for enhancing learning experiences in multimedia-rich environments such as immersive virtual reality (IVR). Therefore, it is beneficial to investigate self-regulated learning (SRL) behaviors in learners who are using an immersive virtual environment and engaging in a novel task independently. We employed a single case study design to deeply examine the SRL behaviors and perceptions of Jake, a pre-service mathematics teacher at a public university, during his initial experience with IVR technology. We used an IVR environment designed as an immersive algebra learning experience focused on understanding the exponential spread of a virus and developing skills for working with exponential functions. In a thorough analysis of qualitative data, we identified patterns, and reported themes. During Jake's performance in the IVR, various SRL behaviors were observed. While his performance demonstrated rich monitoring and control behaviors, planning and evaluation were infrequently observed. The results regarding Jake's SRL behaviors were categorized into two themes: the occurrence of SRL in cycles consisting of planning, monitoring, control and evaluation, and a wider variety of behaviors related to SRL components during challenging moments. Additionally, Jake's post-performance interview echoed the findings about his SRL and revealed his awareness of his behavior during the task. Implications of our findings and further steps for exploring SRL in IVR settings are discussed.
    Universitätsbibliographie Jena:
    fsu_mods_00029114Externer Link

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

    Autoren
    M. Dehne, D. Roorda, H. Koomen, M. Zee
    Erscheinungsjahr
    Erschienen in:
    Social psychology of education: an international journal
    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.
    Universitätsbibliographie Jena:
    fsu_mods_00022141Externer Link

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

    Autoren
    C. Kuhn, G. Hagenauer, A. Gröschner, A. Bach
    Erscheinungsjahr
    Erschienen in:
    Teaching and Teacher Education
    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.
    Universitätsbibliographie Jena:
    fsu_mods_00009756Externer Link

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

    Autoren
    C. Kuhn, G. Hagenauer, A. Gröschner
    Erscheinungsjahr
    Erschienen in:
    European Journal of Teacher Education
    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.
    Universitätsbibliographie Jena:
    fsu_mods_00011936Externer Link

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

    Autoren
    E. Calcagni, A. Gröschner, S. Klaß
    Erscheinungsjahr
    Erschienen in:
    Revista Pensamiento Educativo
    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.
    Universitätsbibliographie Jena:
    fsu_mods_00016780Externer Link

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

    Autor
    A. Gröschner
    Erscheinungsjahr
    Erschienen in:
    Learning, Culture and Social Interaction
    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.
    Universitätsbibliographie Jena:
    fsu_mods_00003770Externer Link

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

    Autoren
    H. Brakhage, A. Gröschner, M. Gläser-Zikuda, G. Hagenauer
    Erscheinungsjahr
    Erschienen in:
    Research in science education : journal of the Australasian Science Education Research Association
    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.
    Universitätsbibliographie Jena:
    fsu_mods_00005835Externer Link

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

    Autoren
    M. Dehne, A. Gröschner
    Erscheinungsjahr
    Erschienen in:
    Frontiers in Psychology
    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.
    Universitätsbibliographie Jena:
    fsu_mods_00006530Externer Link
Paginierung Seite 1