Dr. Julia Frohn

Die Forschung von Dr. Julia Frohn konzentriert sich auf die Lehrkräftebildung und die Entwicklung inklusiver Unterrichtspraktiken in heterogenen Lerngruppen. Ein zentrales Thema ist die Rolle digitaler Lernmanagementsysteme (LMS) bei der Unterstützung adaptiver Lehrkompetenz und der Kooperation unter Lehrkräften. Durch empirische Studien untersucht sie, wie digitale Tools Bildungsbenachteiligungen, insbesondere im Kontext des Digital Divide, beeinflussen können. Zudem reflektiert sie methodisch den Prozess internationaler systematischer Reviews im Bereich der inklusiven Didaktik. Ihre Arbeit verbindet theoretische Modelle mit praktischer Schulentwicklung, um die Qualität der Lehrerausbildung und des inklusiven Unterrichts zu steigern.

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• Demokratische Resilienz unter angehenden Lehrkräften fördern: zur Entwicklung professionsbezogener Verantwortung in der internationalen Lehrkräftebildung

  Quelle ↗

  Förderer: Berlin University Alliance (BUA) Zeitraum: 09/2026 - 12/2026 Projektleitung: Dr. Julia Frohn

• Troubled schools in troubled times: How COVID-19 affects educational inequalities and what measures can be taken

  2021

  European Educational Research Journal · DOI

  When discussing possible consequences of the COVID-19 pandemic, it seems certain that the effects of the pandemic will most likely magnify existing educational disparities in Europe and around the world. However, so far, little is known about how the conditions and consequences of distance learning intensify existing dynamics of educational inequalities. This paper aims at answering the question of how educational disadvantages in socially deprived settings are exacerbated through the pandemic. On this basis, it reflects on potential educational practices that can help countering these dynamics. For this study, interviews with teachers in socio-economically disadvantaged ( n = 12) and in privileged settings ( n = 4) were conducted, transcribed and investigated through qualitative data analysis. The data were categorized with reference to Pierre Bourdieu’s theory of capital to analyze and systematize the empirical results. Finally, a case study from the interview material offers options for action that can counteract a possible worsening of educational disadvantages and help (re-)think school and teaching based on the experiences gained during the lockdown.

• An empirical study exploring pre-service teachers’ profiles and their prospective ICT integration: is it a matter of attitudes, self-efficacy, self-concept or concerns?

  2022

  Journal of Computers in Education · DOI

  Abstract Empirical evidence has revealed that affective-motivational variables such as pre-service teachers’ attitudes, self-efficacy, self-concept and concerns play a key role in their pedagogical decisions regarding whether and how to integrate technology within their classroom practices. However, there is still little research on interaction between pre-service teachers’ affective-motivational variables and their resulting impact on their ICT integration. By means of hierarchical cluster analysis, this study examines the relationship between pre-service teachers’ internal variables of ICT attitudes, self-efficacy, self-concept and concerns and its resulting effect on their future ICT in-class integration. A total of 155 pre-service teachers in Germany participated voluntarily in the study. The results revealed two distinct and opposite pre-service teachers’ profiles based on the four internal variables explored: ICT attitudes, self-efficacy, self-concept and concerns. In addition, the findings reveal no significant associations between the teacher profiles, age, teaching programme (school track), and more interestingly, amongst gender. Lastly, the results also indicate that the two pre-service teacher clusters significantly differ in their prospective ICT integration. An in-depth discussion, limitations as well as practical implications are presented in the paper.