Tübingen Center for Digital Education

Franziska Gazar née Tschönhens

My research focuses on how teachers develop the competencies needed to navigate the complex demands of classroom teaching. 

A central focus of my work is how teachers apply their theoretical knowledge to guide their instructional decisions and actions.

To study these processes, I draw on approaches such as video-based learning environments, experimental field studies, and knowledge transfer designs. My goal is to help prepare teachers for the cognitive and practical challenges of real-world teaching and to contribute to designing more effective teacher education programs. 

I collaborate with researchers and institutions to advance evidence-based teacher education and welcome opportunities for exchange and joint projects. 

04/2024-05/2024
Research stay

School of Education, University of California, Irvine

since 03/2023
Research associate

at the Tübingen Center for Digital Education (TueCeDE) in the BMBF-funded competence network digital learning.

Work area: Preparation of research syntheses

since 02/2022
PhD student
since 02/2022
Associate member of LEAD Graduate School & Research Networks
10/2021-02/2023
Research associate

At the Tübingen School of Education and the Centre for Research and Transfer Digitalization in Teacher Education Tübingen (TüDiLB).
A cooperation between the University of Tübingen and the Leibniz Institute for Knowledge Media.

Department of Continuing Education and Training.

08/2021
Master of Science in Empirical Educational Research and Educational Psychology.

University of Tübingen

10/2018 – 07/2021
Student assistant

Hector Institute for Empirical Educational Research, University of Tübingen

02/2018 – 07/2018
Research Internship

at the Hector Institute for Empirical Educational Research, University of Tübingen

10/2016 – 09/2019
Bachelor of Arts in Educational Science

University of Tübingen

Contributions and publications

Journal Articles

Santagata, R., Fuentes Acevedo, P., Kimmerling, C., Pelayo, R., Pantano, A., & Tschönhens, F. (2025). Fostering expansive noticing practices through video-based professional development in college mathematics. ZDM–Mathematics Education, 1-15. https://doi.org/10.1007/s11858-025-01744-6  

 

Tschönhens, F., Backfisch, I., Fütterer, T., & Lachner, A. (2024). TPACK in action: Contextual effects of pre-service and in-service teachers’ knowledge structures for technology integration. Computers and Education Open, 7, 100219. https://doi.org/10.1016/j.caeo.2024.100219 

Conference Presentations

Gazar, F., Fütterer, T., Stürmer, K., & Lachner, A. (2025). Prior Knowledge Moderates the Effect of Prompts on Pre-Service Teachers’ Professional Vision. Poster at the 2025 biennial EARLI conference, Graz, Austria 

 

Fabian, A., Gazar, F., Scheerer, R., & Fütterer, T. (2025). A study on the reciprocal relations of teachers’ technology-related motivation and knowledge. Paper at the 2025 biennial EARLI conference, Graz, Austria 

 

Tschönhens, F., Backfisch, I., Fütterer, T., Lachner, A. (2025). TPACK in Aktion: Kontextabhängige Auswirkungen auf die Wissensintegration von Lehrkräften und Lehramtsstudierenden. Paper at the 2025 annual meeting of the GEBF conference, Mannheim, Germany 

 

Quixal, M., Tschönhens, F., Wagner, S., & Lachner, A. (2025). Sources of information used by teachers and educators to prepare and deliver instruction: choice, use and suitability for evidence-based practice. Paper at the 2025 annual meeting of the GEBF conference, Mannheim, Germany 

 

Tschönhens, F., & Lachner, A. (2024). Clearinghouses: Unterschiedliche Wege ein Ziel – Wie können evidenzbasierte Erkenntnisse für die Praxis zugänglich gemacht werden? Digitale Transformation für Schule und Lehrkäftebildung gestalten, Potsdam, Germany 

 

Tschönhens, F., Fütterer, T., Stürmer, K., & Lachner, A. (2024). Does Segmenting Work? Enhancing Teachers’ Professional Vision. Poster at the 2024 biennial EARLI SIG 6 & 7, Tübingen, Germany 

 

Tschönhens, F., Franke, U., Fütterer, T., & Lachner, A., (2023). Video Annotations to Support Pre-Service Teachers’ Professional Vision for Technology Integration. Paper at the 2023 biennial EARLI conference, Thessaloniki, Greece 

 

Tschönhens, F., Fütterer, F., Franke, U., & Lachner, A. (2023). Video Annotations to Support Pre-Service Teachers’ Professional Vision for Technology Integration. Paper at the 2023 annual meeting of the QUINT conference, Helsinki, Finland 

 

Tschönhens, F., Franke, U., Fütterer, T., & Lachner, A., (2023). Einsatz von Videoannotationen zur Förderung der professionellen Wahrnehmung von technologie-gestützten Unterrichtssituationen. Paper at the 2023 annual meeting of the GEBF conference, Duisburg-Essen, Germany 

 

Tschönhens, F., Fütterer, T., Lachner, A., & Stürmer, K. (2022). Selbstbeurteilungsfähigkeit von Lehrpersonen bezüglich ihres technologisch-pädagogischen Wissens. Paper at the 2022 annual meeting of the GEBF conference, Bamberg, Germany 

 

Invited Talks

Tschönhens, F. (2024). How Can We Qualify Teachers to Teach with Educational Technologies? An Approach to Incorporate Theoretical Concepts into Teaching Practice. Invited talk presented at the Center for Research on Teacher Development and Professional Practice, University of California, Irvine (UCI) 

Workshops

Tschönhens, F., Kleen, H., Farrell, M., Arvaneh, B. (2024). Clearinghouses und Zukunftsraum als Transferformat zwischen Wissenschaft und Praxis. Kompetenzverbund lernen:digital