Validation of the Dialogic Teaching Questionnaire (DTQ)
In collaboration with the University of Cambridge, a tool has been developed to assess the quality of dialogic classroom communication.
Research
"Evidence for practice"
LTL:S-Labor
Image: Dennis Hauk
Research profile: ‘Evidence for practice’
The Chair for Research on Teaching and Learning at Friedrich Schiller University Jena addresses issues in school pedagogy and educational science, combining findings from teaching research with research into teachers’ practices in the classroom as well as in initial, continuing and continuing education. Our research is both fundamental and applied in nature. It can be summarised by the motto ‘evidence for practice’.
The findings of our empirical social science research are often incorporated into training programmes and innovative approaches to continuing education. The aim is to provide approaches for evidence-based educational practice in the classroom, at school and in institutions of higher education.
The university chair’s interdisciplinary team de brings extensive experience from the fields of teacher training, Educational Science, communication and media studies, and Psychology to our research. We collaborate nationally and internationally with numerous research institutions and publish in prestigious journals and handbooks.
Main Research Areas
The main research areas of the Chair for Research on Teaching and Learning are classroom research and teacher education research.
In the area of classroom research, we conduct, amongst other things, video studies and surveys on teaching and learning processes in the classroom. In doing so, we investigate the effects on both pupils and teachers. In teacher education research, we address issues relating to the design of practice-oriented learning opportunities in the initial, continuing education and further training of teachers. Here, we examine, amongst other things, the effects of the design and supervision of internships on students’ teaching and learning processes. Furthermore, our studies focus on questions regarding the quality of professional development programmes and the conditions necessary for successful knowledge transfer. These two focuses converge in particular within the ‘Learning to Teach Lab: Science’ (LTL:S) de.
To achieve our research objectives, we use media-based digital tools (videos, learning platforms, virtual reality), which are also incorporated into innovative teaching and learning formats in our university teaching. We are keen to engage in dialogue with the relevant disciplines and subject-specific didactics in order to make a meaningful contribution to the coherence of the various approaches to professional development.
Videografie im LTL:S
Image: Anna SchrollOngoing research projects
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Relationships and Health – Relationships between school management and teaching staff as a resource for well-being in Thuringian schools (BEZUG)
Learn moreProject period: since 2026
In the BEZUG project, we are conducting a longitudinal field study to investigate the relationships between work-related stressors experienced by teachers and their well-being, as well as the mediating role of affective, dyadic relationships between (extended) school leadership and individual teachers. The aim is to identify organisational and relational resources that influence the development or prevention of burnout in teachers.
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Data-driven professionalisation from the outset in the Jena model of teacher training (DaProfil)
Project period: 2025
The project 'Zukunftsvertrag' (ZuV) will examine affective-motivational aspects, primarily in relation to teaching. Qualitative data will be collected and analysed through interviews.
The focus of the investigation is on the collection and analysis of qualitative data on learning experiences, as well as learning success in terms of the development of educational science knowledge, e.g. in the areas of classroom management and interaction with pupils, as experienced by student substitute teachers in practice semesters and beyond. Student teaching assistants in the Jena model are also involved in this regard. -
Dialogic Teaching in Continuing Education and Professional Development (T-SEDA)
Project period: since 2019
The Dialogic Teaching project is being carried out in close cooperation with the Teacher-SEDA team at the University of Cambridge. While T-SEDA aims to develop resources for professional learning about dialogic teaching, our project examines the perception of dialogic teaching communication from the perspectives of teachers, pupils and external observers. To this end, the Dialogic Teaching Questionnaire (DTQ) has been developed and empirically tested.
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Good teaching = a good school? A document analysis of ‘teaching quality’ in successful schools, using the 2020 and 2022 German School Awards as examples (DokU-2022)
Project period: 2022-2024
The research project aims to address the question of the extent to which teaching quality is addressed in applications for the German School PrizeExternal link. This will be examined for the two cohorts of 2020 and 2022. The document analysis will also provide insight into how the quality area of 'Teaching Quality' is contextualised by the innovative schools.
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Professional Development through Videos on the Quality of Interaction in the Classroom (PROVID)
In cooperation with Kassel University (Prof. Dr. Frank Lipowsky)External link ,video recordings of lessons in various subjects were created in primary and secondary schools across Germany. The project aims to use selected sequences of good practice examples to discuss teaching quality in the context of teacher training and to make additional materials (scientific sources, teaching materials) available in digital form on teacher training platforms.
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Ensuring Transfer to Inclusive Technical Schools (TIBSS)
Project period: 2026 - 2029
Implementing inclusive education in vocational schools requires competent teachers who can consider the individual needs of learners in heterogeneous learning settings. This requires targeted training and continuing professional development for (future) teachers at vocational schools in the field of needs-based diagnostics and individual support. In the BMBF project DIA-LIBS, video clips with accompanying materials (video vignettes) were developed for this purpose, which are freely accessible on the microsite https://foerderbezogen-diagnostizieren.netExternal link. The aim of the follow-up project now being applied for is, on the one hand, to transfer the Microsite's offer into the three phases of teacher training (practice objective).
An overview of the completed research projects of the chair can be found on this page.
Current topics in the Learning to Teach Lab: Science (LTL:S)
In the Learning to Teach Lab: Science (LTL:S), we develop simulation-based training courses and conduct intervention studies on the topics of classroom communication and teaching quality. Below you will find an overview of the current topics on which studies are currently being conducted within the framework of LTL:S.
