Prof. Dr. Kathleen Stürmer
Since 2017 Prof. Dr. Kathleen Stürmer holds the chair “Teaching and Learning Arrangements in Core School Subjects“, which is located at the Hector-Institute and the School of Education in Tuebingen. The position is funded until 2019 by the Qualitätsoffensive Lehrerbildung of the federal ministry of education and research. The research interest of Kathleen Stürmer is in the connection between teaching effectiveness research and research in teacher education and professional development, which are expressed in several research projects, funded for example by the German Science Foundation (DFG). As head of the steering board she coordinates a research network between the Hector-Institute and the Leibnitz-Institute for Wissensmedien investigating the effective use of tablet computers in schools. In addition, she is one principle investigator of the DFG Research unit Cosima (Fostering diagnostic competencies in simulation-based learning environments at university, FOR 2385).
Kathleen Stürmer is author of numerous articles and book chapters on the topic of conceptualization and fostering practice-oriented competence development in teacher education. Research focusses are the investigation of effective student-teacher interactions in classrooms by using reactive methods for data gathering such as eye tracking, as well as the identification of effective teaching and learning settings that use digital media. Moreover, she investigates how media- and simulation-based representation of effective teaching can be used in supporting professional knowledge acquisition in teacher training. She also studies how these representations could be used for teacher training at university to promote the conversion of professional knowledge into teaching-oriented acting.
Kathleen Stürmer studied science of education as main subject at the Friedrich-Schiller University of Jena. She did her doctor’s degree in 2008 at the School of Education at the Techincal University of Munich on the topic of assessing professional vision in the context of academic teacher training. There, she continued to develop her research focusses on designing evidence-based teacher training. Furthermore, as executive director, she helped to develop the graduate center of TUM School of Education to promote junior researchers from 2011 until 2014. In April 2016, she also worked as guest researcher at the Stanford University of Education. In April 2016, she accepted the offer by the Hector Institute at the University of Tübingen for the W2 chair of Educational Effectiveness/Educational Trajectories.
- Stürmer, K., Seidel, T., Müller, K., Häusler, J. & Cortina, K.S. (2017). On what do Pre-service teachers look while teaching? An eye-tracking study about the processes of attention within different teaching settings. Zeitschrift für Erziehungswissenschaft. 20(Suppl 1). 74-92, doi:10.1007/s11618-017-0731-9
- Stürmer, K. & Seidel, T. (2017). Connecting Generic Pedagogical Knowledge with Practice – Prospective Teachers’ Professional Vision. In: Guerrio, S. (Hrsg.) Padagogical Knowledge and the Chnaging Nature of the Teaching Profession, OECD Publishing, Paris. 137-149. dx.doi.org/10.1787/9789264270695-en
- Stürmer, K., Seidel, T., & Holzberger, D. (2016). Intra-Individual differences in developing professional vision – Preservice teachers change trajectories in the course of an innovative teacher preparation program. Instructional Science 44(3). 293-309. doi: 10.1007/s11251-016-9373-1
- Seidel, T., Stürmer, K., Schäfer, S., & Jahn, G. (2015). How Preservice Teachers perform in Teaching Events regarding generic Teaching and Learning Components. In: Pädagogisch Psychologische Kompetenzen von Lehrkräften. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 47(2).84-96. doi: 10.1026/0049-8637/a000125
- Seidel, T. & Stürmer, K. (2014). Modeling and Measuring the Structure of Professional Vision in Pre-Service Teachers. American Educational Research Journal 51(4). 739-771, doi: 10.3102/0002831214531321
- Stürmer, K., Könings, K. D. & Seidel, T. (2013). Declarative Knowledge and Professional Vision in Teacher Education: Effect of Courses in Teaching and Learning. British Journal of Educational Psychology 83. 467-483. doi: 10.1111/j.2044-8279.2012.02075.x