Completed Research Projects
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Teacher learning using the example of class discussion - a video-based intervention study (Dialogue II)
Period: 2016 – 2020
Project management: Prof. Dr. Alexander Gröschner de, Prof. Dr. Tina Seidel (TUM)External link
Team: Dr. Dennis Hauk, Richard Klöden
The study is based on questions from the first funding phase of the DIALOGUE project (2011-2014), which showed that the participation of working teachers in the "dialogic video circle" had a positive effect on the motivational-affective perceptions of the students compared to a control group. In addition, it was shown that teachers sometimes find it easier to positively change their feedback behavior (as an element of learning support) than their questioning behavior to activate student contributions.
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Teaching-learning processes in the internship semester - how do student teachers perceive teaching and what influence do structural framework conditions and individual learning experiences have on learning outcomes and lesson reflection? (V-Teach)
Funding: Own funds; pilot study
Period: 2016 – 2018
Project management: Prof. Dr. Alexander Gröschner de
Team: Dr. Susi Klaß, de Mathias Dehne de
The V-Teach study focuses on the development of a digital learning environment to promote criterion-guided perception of lessons using videos. The project is closely linked to the BMBF project OVID-PRAX. However, as part of a quasi-experimental comparison of different accompanying formats in the practical semester in educational science, we are investigating other research questions and testing new survey instruments to record the teaching-learning processes.
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Differentiated learning in innovative schools? Selected aspects of teaching and school development as part of the scientific monitoring of the independent all-day school Leonardo
Funding: Kreisverband Arbeiterwohlfahrt Jena-Weimar e.V. (AWO)External link
Period: 2017 – 2019
Project management: Prof. Dr. Alexander Gröschner de
Team: Dr. Dennis Hauk
As part of the scientific monitoring of the independent all-day school Leonardo in Jena, innovation-related aspects of school practice are being examined in more detail. To this end, two sub-projects with a different focus on teaching and school development are being carried out.
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Online-based video feedback in the internship semester - An intervention study on theory-practice relevance in teaching (OVID-PRAX)
Funding: Federal Ministry of Education and ResearchExternal link
Period: 2017 – 2020
Project management: Prof. Dr. Alexander Gröschner de
Co-project management: Prof. Dr. Iris WinklerExternal link
Team: Dr. Susi Klaß de, Miriam Jähne, Anna SeeberExternal link
The OVID-PRAX project is embedded in the BMBF-program „Digital University Teaching“External link. As part of the quasi-experimental study (online-based video feedback vs. text-based self-analysis), the effectiveness of video feedback in the context of learning support during the internship semester of the teacher training course is being examined.
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Digital professionalization in teacher training Individual. Collaborative. Competence-oriented. (DIKoKo)
Funding: Thuringian Ministry of Economics, Science and Digital SocietyExternal link
Period: 2018 – 2020
Head: Prof. Dr. Alexander Gröschner de , Prof. Dr. Nils BerkemeyerExternal link
Team: Julian HildebrandtExternal link, Lisa BenzinExternal link
What is the project's goal?
Teacher training plays a central role in higher education, as well-qualified teachers play a key role in the discovery and promotion of young talent in schools. Since its basic modularization and reform in 2009, teacher training at Friedrich Schiller University Jena has established itself in Thuringia and is now known throughout Germany for its early implementation of a internship semester. The objective of the project "Digital Professionalization in Teacher Education Individual. Collaborative. Competence-oriented" (DIKoKo) is to accompany the reformed educational science accompanying studies in the winter semester 2018/19 with a digitalization strategy. The aim is to support the evidence-based and professional practice-oriented course content with innovative digital teaching and learning formats designed for higher education didactics.
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Effectiveness of the "I can cook!" initiative (WIKAKO)
Funding: Sarah-Wiener -Stiftung, External linkBARMER GEKExternal link
Period: 2017 – 2020
Head: Prof. Dr. Alexander Gröschner de
Team: Swantje Tannert
Cooperation partners: Prof. Dr. Petra Lührmann (PH Schwäbisch-Gmünd)External link; Prof. Dr. Birgit Dohnke (PH Schwäbisch-Gmünd)External link
What is the goal of the project?
The "WIKAKO" project (effectiveness of the "I can cook!" initiative) is investigating further training for educational professionals (teachers and educators) and its effects on the enjoyment of food through cooking together with children. The project, initiated by the Sarah Wiener Foundation, is taking place in cooperation with the Schwäbisch-Gmünd University of Education and, like the "I can cook!" initiative, is funded by the Barmer health insurance company. The focus is on evaluation from the perspective of teaching and learning research (Prof. Dr. Alexander Gröschner, Friedrich Schiller University Jena), nutritional science (Prof. Dr. Petra Lührmann, Schwäbisch-Gmünd University of Education) and health psychology (Prof. Dr. Birgit Dohnke, Schwäbisch-Gmünd University of Education).
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Video-based evaluation of lesson design and effective teacher-student interaction in the secondary level at the independent all-day school Leonardo - Thuringian Community School (VID@LEO)
Period: 2019 – 2021
As part of the scientific monitoring of the independent all-day school Leonardo in Jena, innovation-related aspects of school practice are being examined in more detail. Following the first project phase, the focus is on the evaluation of lesson design and the observation of effective teacher-student interactions in the various teaching-learning settings ( subject lessons, open plan lessons, project lessons) at secondary level. Both quantitative and qualitative methods (e.g. standardized surveys on classroom perceptions, interviews with teachers and students, videography) are used within the framework of mixed-method research designs.
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Effective Teacher Professional Development (IMPRESS) - Developing and Validating a New Scale and Observation Measure
Period: 2017 - 2021
In this research project we collaborate with different universities in Germany (Kassel, Potsdam) and Austria (PHDL) to develop and validate new instruments to measure the quality of teacher professional development. In Study 1) we developed a scale to measure teacher motivation and (perceived) quality aspects of teacher professional development. In a pilot study, we conducted a survey with 400 Austrian teachers of all secondary subjects. In Study 2) we developed a observation tool and questionnaire to measure process quality of professional development (IMPRESS).
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EARLI Emerging Field Group "STEM Teachers Self-Regulation in a Virtual Reality Environment"
Period: 2020 – 2022
The European Association for Research on Learning and Instruction (EARLI) offers highly selective grants to international research groups exploring new areas of knowledge and cutting-edge research. Thereby, the Learning to Teach Lab: Science (LTL:S) is part of the Emerging Field Group “STEM Teachers’ Capacity to Teach Self-Regulated Learning: Effectiveness of Extended Reality.” The international collaboration, spanning five countries, is exploring the potential of Virtual Reality (VR) environments to promote self-regulated learning and motivation of preservice teachers in the context of STEM problems.
For more information, watch this video here External link
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Learning to Teach Lab: Science (LTL:S)
Period: 2019 – 2023
The Chair for Research on Teaching and Learning is involved in the re-design of the teacher education program at Friedrich Schiller University Jena. It is responsible for the development of innovative practice elements. Recent research findings emphasize the relevance of implementing practical modules in teacher education programs. As part of the second funding phase of the “Qualitätsoffensive Lehrerbildung” (project: PROFJL2), the Learning to Teach-Lab Science (LTL:S) is funded by the BMBF and established by the professorship.
Press release regarding the opening of the LTL:S on June 1, 2022.
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Digital Learning Communities for consistent Learning Support (DiLe)
Period: 2020 – 2023
The new research project “Digital Learning Communities for consistent Learning Support” (“Digitale Lerngemeinschaften zur kohärenten Lernbegleitung“) (DiLe) started in March 2020 as part of the nationwide program “Quality Offensive Teacher Education“ („Qualitätsoffensive Lehrerbildung“). The project aims to promote the cooperation between mentor teachers of school-based internships and university lecturers. With the help of a digital learning management system mentor teachers at school and university members form professional learning communities to improve the consistency of teacher education in its theoretical foundation and practical implementation.
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Train the trainers (AuAu)
Period: 2019 – 2023
The project "train the trainers" is about the sustainable improvement of university and school-based learning support during the clinical internship semester - and thus also about the qualification of mentor teachers. Since the start of the ProfJL project, 53 teachers have received further training in the areas of teaching diagnostics, consultation in pre- and post lesson conferences and co-construction in four cohorts (2015-2020). An advanced training curriculum is intended to support the graduates in passing on the contents they have learned to their colleagues.
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Digitally supported video reflection of trainers - A qualification program on process characteristics of effective training (DiViQua)
Period: 2022 - 2023
The aim of the research project is the scientific monitoring of a qualification program for trainers on the topic of "Process characteristics of effective teacher training".