Alexander Gröschner
Biographic Data
| ID | 5137362 |
|---|---|
| NAME | Alexander Gröschner |
| GIVEN NAMES | Alexander |
| FAMILY NAME | Gröschner |
| SIGNATURE | GRÖSCHNER A |
| AFFILIATIONS | Friedrich Schiller University Jena |
| ORCID | 0000-0001-7286-7445 |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 27 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 3 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
How useful is virtual reality? A mixed-method study on student teachers’ perceptions
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 enviro…
How preservice teachers change noticing and reasoning skills for formative assessment: Findings from a video-based learning cycle
Mentor teachers’ achievement goal orientations for mentoring during the practicum
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 analy…
How is the design of teacher professional development related to teacher learning about classroom discourse? Findings from a one-year intervention study
Promoting teachers to lead classroom discourse effectively is a relevant topic for teacher professional development worldwide. This study compares the impacts of two teacher professional development programmes that aim to support teachers in their classroom discourse practices. In one programme, an adaptive and practitioner-led approach was applied, while in the other programme, a more specified and direct instructional approach was implemented. …
Promoting video-based research in teacher education and professional development: A commentary on ontological, methodological and epistemological advances
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 t…
Mentor teachers’ motivations and implications for mentoring style and enthusiasm
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 m…
Wie hängt die Berufserfahrung mit der Bereitschaft zur Teilnahme an Fortbildungen zusammen? Eine empirische Analyse zur generellen Fortbildungsmotivation von Lehrpersonen
Die Studie untersucht die generelle Fortbildungsmotivation von Lehrkräften aus einer berufsbiografischen Perspektive. Hierzu wurden 400 Lehrkräfte einer österreichischen Einrichtung der Lehrerbildung schriftlich zur generellen Fortbildungsmotivation und Berufserfahrung befragt. Die Ergebnisse machen deutlich, dass Lehrpersonen mit zunehmender Berufserfahrung eine geringere Fortbildungsmotivation besitzen. Signifikante Unterschiede zeigen sich für…
Because you always learn something new yourself!” An expectancy-value-theory perspective on mentor teachers' initial motivations
A teacher's decision to become a mentor teacher affects mentoring quality and the practicum experience of student teachers respectively. However, little systematic knowledge about teachers' motivations to become mentors exists to date. Based on expectancy-value theory (EVT), this interview study among 23 secondary school mentor teachers explores which aspects motivate teachers to undertake the task of mentoring. In line with EVT, teachers choose …
Joy of distance learning? How student self-efficacy and emotions relate to social support and school environment
The school closures due to the ongoing worldwide COVID-19 pandemic have posed an enormous challenge for all entities that take part in our children’s education. By displacing learning from schools to home environments, the crisis poses a risk of emotional and motivational problems. Based on research regarding the role of peers, learning in groups, school belonging, and educational equity, we explored students’ emotional and motivational processes…
How changes in teachers' dialogic discourse practice relate to changes in students' activation, motivation and cognitive engagement
Theorie und Praxis in der Lehrerbildung: Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken
Acknowledging teachers’ individual starting conditions and zones of development in the course of professional development
Opening ‘windows’ for teachers to change classroom discourse
Praxissemester und Langzeitpraktikum
Praxissemester im Lehramtsstudium in Deutschland: Wirkungen auf Studierende
Langzeitpraktika als Lernräume
What motivates teachers to participate in professional development? An empirical investigation of motivational orientations and the uptake of formal learning opportunities
Fostering preservice teachers’ noticing with structured video feedback: Results of an online- and video-based intervention study
Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science
Fostering and scaffolding student engagement in productive classroom discourse: Teachers' practice changes and reflections in light of teacher professional development
How teacher professional development regarding classroom dialogue affects students' higher-order learning
Praxisphasen in der Lehrerausbildung – Eine Strukturanalyse am Beispiel des gymnasialen Lehramtsstudiums in Deutschland
Langzeitpraktika in der Lehrerinnen- und Lehrerausbildung. Für und wider ein innovatives Studienelement im Rahmen der Bologna-Reform
Im Rahmen des Bologna-Prozesses wird unter anderem eine bessere berufspraktische Vorbereitung im Studium gefordert. Im Beitrag wird unter Einbeziehung verschiedener empirischer Untersuchungen ein Überblick darüber gegeben, inwiefern die Einführung von Langzeitpraktika in der Lehrerinnen- und Lehrerausbildung den Erwerb beruflicher Handlungskompetenzen unterstützt bzw. welche Aspekte von Langzeitpraktika gegebenenfalls die Lehrerinnen- und Lehrerp…
How teacher professional development regarding classroom dialogue affects students' higher-order learning
What motivates teachers to participate in professional development? An empirical investigation of motivational orientations and the uptake of formal learning opportunities
Fostering preservice teachers’ noticing with structured video feedback: Results of an online- and video-based intervention study
Praxisphasen in der Lehrerausbildung – Eine Strukturanalyse am Beispiel des gymnasialen Lehramtsstudiums in Deutschland
Because you always learn something new yourself!” An expectancy-value-theory perspective on mentor teachers' initial motivations
A teacher's decision to become a mentor teacher affects mentoring quality and the practicum experience of student teachers respectively. However, little systematic knowledge about teachers' motivations to become mentors exists to date. Based on expectancy-value theory (EVT), this interview study among 23 secondary school mentor teachers explores which aspects motivate teachers to undertake the task of mentoring. In line with EVT, teachers choose …
Mentor teachers’ motivations and implications for mentoring style and enthusiasm
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 m…
Acknowledging teachers’ individual starting conditions and zones of development in the course of professional development
Langzeitpraktika in der Lehrerinnen- und Lehrerausbildung. Für und wider ein innovatives Studienelement im Rahmen der Bologna-Reform
Im Rahmen des Bologna-Prozesses wird unter anderem eine bessere berufspraktische Vorbereitung im Studium gefordert. Im Beitrag wird unter Einbeziehung verschiedener empirischer Untersuchungen ein Überblick darüber gegeben, inwiefern die Einführung von Langzeitpraktika in der Lehrerinnen- und Lehrerausbildung den Erwerb beruflicher Handlungskompetenzen unterstützt bzw. welche Aspekte von Langzeitpraktika gegebenenfalls die Lehrerinnen- und Lehrerp…
Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science
Fostering and scaffolding student engagement in productive classroom discourse: Teachers' practice changes and reflections in light of teacher professional development
How teacher professional development regarding classroom dialogue affects students' higher-order learning
Praxisphasen in der Lehrerausbildung – Eine Strukturanalyse am Beispiel des gymnasialen Lehramtsstudiums in Deutschland
Fostering preservice teachers’ noticing with structured video feedback: Results of an online- and video-based intervention study
Langzeitpraktika als Lernräume
What motivates teachers to participate in professional development? An empirical investigation of motivational orientations and the uptake of formal learning opportunities
Opening ‘windows’ for teachers to change classroom discourse
Praxissemester und Langzeitpraktikum
Praxissemester im Lehramtsstudium in Deutschland: Wirkungen auf Studierende
Joy of distance learning? How student self-efficacy and emotions relate to social support and school environment
The school closures due to the ongoing worldwide COVID-19 pandemic have posed an enormous challenge for all entities that take part in our children’s education. By displacing learning from schools to home environments, the crisis poses a risk of emotional and motivational problems. Based on research regarding the role of peers, learning in groups, school belonging, and educational equity, we explored students’ emotional and motivational processes…
How changes in teachers' dialogic discourse practice relate to changes in students' activation, motivation and cognitive engagement
Theorie und Praxis in der Lehrerbildung: Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken
Acknowledging teachers’ individual starting conditions and zones of development in the course of professional development
Wie hängt die Berufserfahrung mit der Bereitschaft zur Teilnahme an Fortbildungen zusammen? Eine empirische Analyse zur generellen Fortbildungsmotivation von Lehrpersonen
Die Studie untersucht die generelle Fortbildungsmotivation von Lehrkräften aus einer berufsbiografischen Perspektive. Hierzu wurden 400 Lehrkräfte einer österreichischen Einrichtung der Lehrerbildung schriftlich zur generellen Fortbildungsmotivation und Berufserfahrung befragt. Die Ergebnisse machen deutlich, dass Lehrpersonen mit zunehmender Berufserfahrung eine geringere Fortbildungsmotivation besitzen. Signifikante Unterschiede zeigen sich für…
Because you always learn something new yourself!” An expectancy-value-theory perspective on mentor teachers' initial motivations
A teacher's decision to become a mentor teacher affects mentoring quality and the practicum experience of student teachers respectively. However, little systematic knowledge about teachers' motivations to become mentors exists to date. Based on expectancy-value theory (EVT), this interview study among 23 secondary school mentor teachers explores which aspects motivate teachers to undertake the task of mentoring. In line with EVT, teachers choose …
How is the design of teacher professional development related to teacher learning about classroom discourse? Findings from a one-year intervention study
Promoting teachers to lead classroom discourse effectively is a relevant topic for teacher professional development worldwide. This study compares the impacts of two teacher professional development programmes that aim to support teachers in their classroom discourse practices. In one programme, an adaptive and practitioner-led approach was applied, while in the other programme, a more specified and direct instructional approach was implemented. …
Promoting video-based research in teacher education and professional development: A commentary on ontological, methodological and epistemological advances
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 t…
Mentor teachers’ motivations and implications for mentoring style and enthusiasm
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 m…
Mentor teachers’ achievement goal orientations for mentoring during the practicum
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 analy…
How useful is virtual reality? A mixed-method study on student teachers’ perceptions
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 enviro…
How preservice teachers change noticing and reasoning skills for formative assessment: Findings from a video-based learning cycle
Pedagogy (14 works) · Psychology (13 works) · Mathematics education (10 works) · Teacher Education and Leadership Studies (9 works) · Professional development (7 works) · Social Psychology (7 works) · Sociology and Education Studies (7 works) · Political science (6 works) · Computer Science (5 works) · Education Methods and Technologies (5 works)