Prof. Dr. Alexander Gröschner

Professor Dr. Alexander Gröschner holds the Chair of School Pedagogy and Teaching Research at Friedrich Schiller University Jena. His research focuses on the areas of teaching research and teacher professionalization. Current topics in his research are the design of learning-promoting teaching communication, studies on the effectiveness of work-related learning opportunities for teachers in their studies and profession. He is director of the “Learning to Teach Lab: Science” (LTL:S).

Alexander Gröschner studied communication and media studies, educational science and political science (M.A.) and completed his doctorate in school education/educational psychology at Friedrich Schiller University Jena (2008). He then completed his habilitation at the TUM School of Education at the Technical University of Munich and was awarded the Venia Legendi for Educational Science in 2014. From 2015 to 2016, he was Professor of School Pedagogy with a focus on lower secondary level at the University of Paderborn.

Professor Gröschner has undertaken research visits to Aalborg University (Denmark), Cambridge University (UK) and Stanford University (USA), among others. He was awarded the Ernst Otto Fischer Teaching Prize by the Technical University of Munich and is currently a member of the Academy for Teaching Development  de(ALe) at the University of Jena. In his teaching and research, he uses innovative, media-based tools that support the transfer of scientific findings into educational practice.

Professor Gröschner is a member of national and international societies and organizations, including the Gesellschaft für Empirische Bildungsforschung (GEBF), the Deutsche Gesellschaft für Erziehungswissenschaft (DGfE), the European Research Association for Research on Learning and Instruction (EARLI) and the American Educational Research Association (AERA). He acts as a reviewer for national and international research institutions (including the DFG, BMBF, SNF and ISF) and over 50 renowned journals.

Since October 2023, Alexander Gröschner has been deputy jury spokesperson for the German School AwardExternal link jury. 

Curriculum Vitaepdf, 136 kb · de

Find me:

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Orcid IDExternal link

• Communication in teacher-student interactions
• Student motivation and attitudes conducive to learning
• Effectiveness of teacher training
• Video-based learning by teachers
• Learning in internships and mentoring/peer coaching in teacher training
• Evidence-based educational practice

Publication recordpdf, 252 kb · de

Presentationspdf, 248 kb · de

Recent publications:

Caruso, C., Harteis, C. & Gröschner, A. (Hrsg.) (2021). Theorie und Praxis in der Lehrerbildung: Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken. Wiesbaden: Springer VS.

Gröschner, A. (2020). Praxisbezogene Lerngelegenheiten am Beispiel lernwirksamer Unterrichtskommunikation. »Bewegungen« in der Aus-, Fort- und Weiterbildung von Lehrpersonen. In I. von Ackeren et al. (Hrsg.), Bewegungen – Beiträge zum 26. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft (S. 239–253). Opladen: Barbara Budrich.

Gröschner, A. & Hascher, T. (2019). Praxisphasen in der Lehrerinnen- und Lehrerbildung. In M. Harring, C. Rohlfs & M. Gläser-Zikuda (Hrsg.), Handbuch Schulpädagogik (S. 652–664). Münster: Waxmann.

Gröschner, A., Schindler, A.-K., Holzberger, D., Alles, M. & Seidel, T. (2018). How systematic video reflection in teacher professional development regarding classroom discourse contributes to teacher and student self-efficacy. International Journal of Educational Research, 90, 223–233.

Gröschner, A., Schmitt, C. & Seidel, T. (2013). Veränderung subjektiver Kompetenzeinschätzungen von Lehramtsstudierenden im Praxissemester. Zeitschrift für Pädagogische Psychologie, 27(1-2), 77–86. DOI: 10.1024/1010-0652/a000090

Kiemer, K., Gröschner, A., Pehmer, A.-K. & Seidel, T. (2015). Effects of a classroom discourse intervention on teachers’ practice and students’ motivation to learn mathematics and science. Learning and Instruction, 35(2), 94–103. doi:10.1016/j.learninstruc.2014.10.003

Kleinknecht, M. & Gröschner, A. (2016). Fostering Pre-service Teachers’ Noticing with Structured Video-Feedback: Results of an Online- and Video-Based Intervention Study. Teaching and Teacher Education, 59, 45–56.

Schindler, A.-K., Seidel, T., Böheim, R., Knogler, M., Weil, M., Alles, M. & Gröschner, A. (2021). Acknowledging teachers‘ individual starting conditions and zones of development in the course of professional development. Teaching and Teacher Education. Online First: https://doi.org/10.1016/j.tate.2021.103281External link  

Ulrich, I. & Gröschner, A. (2020) (Hrsg.). Praxissemester im Lehramtsstudium in Deutschland: Wirkungen auf Studierende. Edition ZfE, Band 9. Wiesbaden: Springer VS.