Dr. Tim Fütterer

• ALIFE - Adaptive Learning Integrated Framework for Educators
• AEyeCol - Advanced Understanding of Eye Gaze in Co-Located Collaborative Learning
• ASPIRE - Artificial Intelligence and Self-Regulation in Schools
• E-ADAPT - A European Collaboration for Adaptive Teaching
• ETQ-AI - Enhancing Teaching Quality with Artificial Intelligence
• Fortbildung 1 (OPD-TPK): Fächerübergreifender Einsatz von Technologie im Unterricht
• Fortbildung 2: Fachgruppenspezifischer (MINT, Sprachen) Einsatz von Technologie im Unterricht (Tübinger Fortbildungsinitiative)
• Fortbildung 3 (CC-TPACK-P): Fachspezifischer (Physik) Einsatz von Technologie im Unterricht
• GEN-VET - Generative AI in Vocational Education and Training
• INFER - Intelligent Feedback System for Observing Videotaped Classroom Situations
• The Power of Feedback
• tabletBW - trifft Wissenschaft

• Fütterer, T., Pardi, G., Ziegs, T., Flegr, S., Ring, M., Fabian, A., Pawlak, F., Steinmetz, T., Becker, S., Bertram, C., Schreiber, W., Meurers, D., Brahm, T., Führer, C., Kuhn, J., Schwarzer, S., Paravicini, W., Burde, J.-P., Nuxoll, F., Fürstenberg, M., Matz, D., Krey, K., Hochstetter, G., Brucker, B., & Gerjets, P. (2026). Zwischen Praxisrelevanz und technologischer Dynamik: Forschungsmethodische Perspektiven auf GenAI im Unterricht am Beispiel niveaudifferenzierter Lernaufgaben. Zeitschrift für Erziehungswissenschaft
• Scherer, R., Campos, D. G., Fütterer, T., & Siddiq, F. (2026). Unraveling gender disparities in teachers’ technological pedagogical and content knowledge: A large-scale meta-analytic review. Educational Research Review, 100765. https://doi.org/10.1016/j.edurev.2026.100765
• Fütterer, T., Campos, D. G., Gfrörer, T., Lavelle-Hill, R., Murayama, K., & Scherer, R. (2026). AI tools for systematic literature reviews and meta-analyses in educational psychology: An overview and a practical guide. Learning and Individual Differences, 126, 102849. https://doi.org/10.1016/j.lindif.2025.102849
• Fütterer, T., Hou, R., Bühler, B., Bozkir, E., Bell, C., Kasneci, E., Gerjets, P., & Trautwein, U. (2026). Validating automated assessments of teaching effectiveness using multimodal data. Learning and Instruction, 101, 102264. https://doi.org/10.1016/j.learninstruc.2025.102264
• Fütterer, T., Goldberg, P., Bühler, B., Sikimić, V., Trautwein, U., Gerjets, P., Stürmer, K., & Kasneci, E. (2025). Artificial intelligence in classroom management: A systematic review on educational purposes, technical implementations, and ethical considerations. Computers and Education: Artificial Intelligence, 100483. https://doi.org/10.1016/j.caeai.2025.100483
• Jaggy, A.-K., Wagner, W., Fütterer, T., Göllner, R., & Trautwein, U. (2025). Teaching quality in STEM education: Differences between in- and out-of-school contexts from the perspective of gifted students. International Journal of STEM Education.
• Bühler*, B., Fütterer*, T., Von Keyserlingk, L., Bozkir, E., Kasneci, E., Gerjets, P., & Trautwein, U. (2025). Mapping mind wandering to the “Self-Regulated Learning Process, Multimodal Data, and Analysis Grid”: A systematic review. Educational Psychology Review, 37(3), 76. https://doi.org/10.1007/s10648-025-10041-3
• Fütterer, T., Wurst, C., & Goeze, A. (2025). Rethinking professional development: Development and evaluation of an evidence-based online PD course on the effective use of technology in the classroom. Education Sciences, 15(2), 205. https://doi.org/10.3390/educsci15020205
• Morina, F., Fütterer, T., Hübner, N., Zitzmann, S., & Fischer, C. (2025). Effects of online teacher professional development on teacher, classroom, and student level outcomes: A meta-analysis. Computers & Education, 105247. https://doi.org/10.1016/j.compedu.2025.105247
• König, L., Zitzmann, S., Fütterer, T., Campos, D. G., Scherer, R., & Hecht, M. (2024). An evaluation of the performance of stopping rules in AI ‐aided screening for psychological meta‐analytical research. Research Synthesis Methods, jrsm.1762. https://doi.org/10.1002/jrsm.1762
• 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, 100219. https://doi.org/10.1016/j.caeo.2024.100219
• Bardach, L., Bostwick, K. C. P., Fütterer, T., Kopatz, M., Hobbi, D. M., Klassen, R. M., & Pietschnig, J. (2024). A meta-analysis on teachers’ growth mindset. Educational Psychology Review, 36(3), 84. https://doi.org/10.1007/s10648-024-09925-7
• Fütterer, T., Hübner, N., Fischer, C., & Stürmer, K. (2024). Heading for new shores? Longitudinal participation patterns in teacher professional development. European Journal of Teacher Education. https://doi.org/10.1080/02619768.2024.2370891
• Fütterer, T., Backfisch, I., & Lachner, A. (2024). Teachers’ trajectories of technology integration during participation in an online professional development program. Zeitschrift Für Erziehungswissenschaft, 27(3), 769–801. https://doi.org/10.1007/s11618-024-01251-6
• Fütterer, T., Omarchevska, Y., Rosenberg, J. M., & Fischer, C. (2024). How do teachers collaborate in informal professional learning activities? An epistemic network analysis. Journal of Science Education and Technology. https://doi.org/10.1007/s10956-024-10122-y
• Stürmer, K., Fütterer, T., Kron, S., Sommerhoff, D., & Ufer, S. (2024). What makes a simulation-based learning environment for pre-service teachers authentic? The role of individual learning characteristics and context-related features. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-024-00837-2
• Fütterer, T., Richter, E., & Richter, D. (2024). Teachers’ engagement in online professional development—The interplay of online professional development quality and teacher motivation. Zeitschrift Für Erziehungswissenschaft, 27(3), 73. https://doi.org/10.1007/s11618-024-01241-8
• Richter, E., Fütterer, T., Eisenkraft, A., & Fischer, C. (2024). Profiling teachers‘ motivation for professional development—A nationwide study. Journal of Teacher Education. https://doi.org/10.1177/00224871241247777
• Fabian, A., Fütterer, T., Backfisch, I., Lunowa, E., Paravicini, W., Hübner, N., & Lachner, A. (2024). Unraveling TPACK: Investigating the inherent structure of TPACK from a subject-specific angle using test-based instruments. Computers & Education, 105040. https://doi.org/10.1016/j.compedu.2024.105040
• Campos, D. G., Fütterer, T., Gfrörer, T., Lavelle-Hill, R., Murayama, K., König, L., Hecht, M., Zitzmann, S., & Scherer, R. (2024). Screening smarter, not harder: A comparative analysis of machine learning screening algorithms and heuristic stopping criteria for systematic reviews in educational research. Educational Psychology Review, 36(1), 19. https://doi.org/10.1007/s10648-024-09862-5
• Fütterer, T., Steinhauser, R., Zitzmann, S., Scheiter, K., Lachner, A., & Stürmer, K. (2023). Development and validation of a test to assess teachers’ knowledge of how to operate technology. Computers and Education Open, 100152. https://doi.org/10.1016/j.caeo.2023.100152
• Fütterer, T., Fischer, C., Alekseeva, A., Chen, X., Tate, T., Warschauer, M., & Gerjets, P. (2023). ChatGPT in education: Global reactions to AI innovations. Scientific Reports, 13(1), 15310. https://doi.org/10.1038/s41598-023-42227-6
• Jaekel, A., Fütterer, T., & Göllner, R. (2023). Teaching characteristics in distance education—Associations with teaching quality and students’ learning experiences. Teaching and Teacher Education, 132, 104174. https://doi.org/10.1016/j.tate.2023.104174
• Fütterer, T., Hoch, E., Lachner, A., Scheiter, K., & Stürmer, K. (2023). High-quality digital distance teaching during COVID-19 school closures: Does familiarity with technology matter? Computers & Education, 199, 104788. https://doi.org/10.1016/j.compedu.2023.104788
• Fütterer, T., Scherer, R., Scheiter, K., Stürmer, K., & Lachner, A. (2023). Will, skills, or conscientiousness: What predicts teachers’ intentions to participate in technology-related professional development? Computers & Education, 198, 104756. https://doi.org/10.1016/j.compedu.2023.104756
• Fütterer, T., van Waveren, L., Hübner, N., Fischer, C., & Sälzer, C. (2023). I can’t get no (job) satisfaction? Differences in teachers’ job satisfaction from a career pathways perspective. Teaching and Teacher Education, 121, 103942. https://doi.org/10.1016/j.tate.2022.103942  Press Release
• Fütterer, T., Feder, L., & Cramer, C. (2022). Ein neues Instrument zur Erfassung von Einstellungen zu Portfolioarbeit in der Lehrerinnen- und Lehrerbildung (EPP-L) [A new questionnaire to assess attitudes towards portfolio work in teacher education (EPP-L) [A new questionnaire to assess attitudes towards portfolio work in teacher education (EPP-L)]. Unterrichtswissenschaft. https://doi.org/10.1007/s42010-022-00161-y
• Richter, E., Fütterer, T., Meyer, A., Eisenkraft, A., & Fischer, C. (2022). Teacher collaboration and professional learning: Examining professional development during a national education reform. Zeitschrift für Pädagogik, 6, 798–819. https://doi.org/10.3262/ZP2206798
• Fütterer, T., Scheiter, K., Cheng, X., & Stürmer, K. (2022). Quality beats frequency? Investigating students’ effort in learning when introducing educational technology in classrooms. Contemporary Educational Psychology, 69, 102042. https://doi.org/10.1016/j.cedpsych.2022.102042  Press Release
• Aguilar, S., Rosenberg, J., Greenhalgh, S., Fütterer, T., Lishinski, A., & Fischer, C. (2021). A different experience for a different moment? Teachers’ social media use before and during the COVID-19 pandemic. AERA Open, 7(1), 17. https://doi.org/10.1177/23328584211063898
• Fütterer, T., Hoch, E., Stürmer, K., Lachner, A., Fischer, C., & Scheiter, K. (2021). Was bewegt Lehrpersonen während der Schulschließungen? – Eine Analyse der Kommunikation im Twitter-Lehrerzimmer über Chancen und Herausforderungen digitalen Unterrichts [Concerns of teachers during school closings: analyzing communication in the Twitter-Lehrerzimmer regarding opportunities and shallenges of digital teaching]. Zeitschrift für Erziehungswissenschaft, 24, 443-477. https://doi.org/10.1007/s11618-021-01013-8  Press Release

* shared first authorship

• Hou, R., Fütterer, T., Bühler, B., Bozkir, E., Schreyer, P., Gerjets, P., Trautwein, U., & Kasneci, E. (2025). LLM-Human Alignment in Evaluating Teacher Questioning Practices: Beyond Ratings to Explanation. Artificial Intelligence in Measurement and Education Conference.
• Hou, R., Bühler, B., Fütterer, T., Bozkir, E., Gerjets, P., Trautwein, U., & Kasneci, E. (2025). Multimodal assessment of classroom discourse quality: A text-centered attention-based multi-task learning approach. Educational Data Mining.
• Hou, R., Fütterer, T., Bühler, B., Bozkir, E., Gerjets, P., Trautwein, U., & Kasneci, E. (2024). Automated assessment of encouragement and warmth in classrooms leveraging multimodal emotional features and ChatGPT. In A. M. Olney, I.-A. Chounta, Z. Liu, O. C. Santos, & I. I. Bittencourt (Eds.), Artificial Intelligence in Education (Vol. 14829, pp. 60–74). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-64302-6_5

• Fütterer, T. (2019). Professional Development Portfolios im Vorbereitungsdienst. Die Wirksamkeit von Lernumgebungen auf die Qualität der Portfolioarbeit. [Professional development portfolios in teacher education. The effectiveness of learning environments on the quality of portfolio work.] Wiesbaden: Springer.
  https://doi.org/10.1007/978-3-658-24064-6

• Rehm, M., Fütterer, T., Fischer, C., Lockton, M., Caduff, A., & Daly, A. J. (2025). The role of knowledge brokers in supporting social opportunity spaces. In N. Kolleck (Ed.), Handbook of social network analysis and education (pp. 420–437). Edward Elgar Publishing.
• Goldberg, P., & Fütterer, T. (2024). Extended reality as a tool in research on teachers’ professional vision. In A. Gegenfurtner & R. Stahnke, Teacher Professional Vision: Theoretical and Methodological Advances (1st ed., pp. 124–139). Routledge. https://doi.org/10.4324/9781003370901-12
• Fütterer, T., Stürmer, K., & Göllner, R. (2024). Assessing teachers’ noticing from written reflections. In M. Blikstad-Balas & I. Staal Jenset (Eds.), Improving teaching practices: How can we use videos to foster professional learning and classroom change? Routledge. https://doi.org/10.4324/9781003427414-12
• Hoch, E., & Fütterer, T. (2023). Kompetenzen für das Lernen mit digitalen Medien: Eine konzeptuelle Analyse. In K. Scheiter & I. Gogolin (Eds.), Bildung für eine digitale Zukunft (Vol. 15). Springer VS. https://doi.org/10.1007/978-3-658-37895-0_4
• Stürmer, K., Fütterer, T., Lachner, A., Hoch, E., & Scheiter, K. (2021). Besser als gedacht? Individuelle Voraussetzungen von Schülerinnen und Schülern sowie Lehrpersonen zum Lehren und Lernen mit digitalen Medien im Unterricht im tabletBW-Projekt. In N. Beck, T. Bohl, & S. Meissner (Eds.), Vielfältig herausgefordert. Forschungs- und Entwicklungsfelder der Lehrerbildung auf dem Prüfstand. Diskurse und Ergebnisse der ersten Förderphase der Qualitätsoffensive Lehrerbildungan der Tübingen School of Education (TüSE) (pp. 87–100). Tübingen University Press. https://doi.org/10.15496/publikation-52634 "Open Access"
• Feder, L., Fütterer, T., & Cramer, C. (2021). Einstellungen Studierender zur Portfolioarbeit. Theoriebasierte Erfassung und erste deskriptive Befunde. In N. Beck, T. Bohl, & S. Meissner (Eds.), Vielfältig herausgefordert. Forschungs- und Entwicklungsfelder der Lehrerbildung auf dem Prüfstand. Diskurse und Ergebnisse der ersten Förderphase der Qualitätsoffensive Lehrerbildung an der Tübingen School of Education (pp. 209–221). Tübingen University Press. https://doi.org/10.15496/publikation-52627 "Open Access"
• Brouër, B., Fütterer, T. & Kunze, L. M. (2019). Empirische Bildungsforschung als interdisziplinäre Teildisziplin der Pädagogik. In M. F. Buck & M. Böge (Hrsg.), Pädagogik als Disziplin und Profession – Historische Perspektiven auf die Zukunft (S. 189–216). Berlin: Peter Lang.
• Brouër, B., & Fütterer, T. (2015). Zeit ist Bildung? Zeit als notwendiger und hinreichender Faktor selbstregulativer Prozesse am Beispiel des Portfolioeinsatzes in der zweiten Phase der LehrerInnenbildung. In A. Rausch, J. Warwas, J. Seifried, & E. Wuttke (Eds.), Konzepte und Ergebnisse ausgewählter Forschungsfelder der beruflichen Bildung – Festschrift für Detlef Sembill (S. 361–381). Baltmannsweiler: Schneider Verlag Hohengehren.

• Tschönhens, F., Backfisch, I., Fütterer, T., & Lachner, A. (2025, January). TPACK in Aktion: Kontextabhängige Auswirkungen auf die Wissensintegration von Lehrkräften und Lehramtsstudierenden [TPACK in Action: Contextual effects of pre-service and in-service teachers’ knowledge structures for technology integration]. Paper at the 2025 annual meeting of the GEBF conference, Mannheim, Germany
• Fütterer, T. & Dreher, A. (2025, January). Auf dem Weg zu adaptiven Online-Fortbildungen? Voraussetzungen von Lehrkräften und ihr Nutzungsverhalten [Hit the road towards adaptive online professional development? Prerequisites of teachers and their usage behavior]. Symposium at the 2025 annual meeting of the GEBF conference, Mannheim, Germany
• Fütterer, T. & Chernikova, O.. (2025, January). Chancen und Risiken Kl-gestützter Literaturüberblicke und Metaanalysen [Chances and risks of AI-based literature reviews and meta-analyses]. Symposium at the 2025 annual meeting of the GEBF conference, Mannheim, Germany
• Hoch, E., Brouër. B., & Fütterer, T. (2025, January). Metakognitive Einschätzungen und Selbstkonzept: Eine Längsschnittuntersuchung bei Schüler*innen der Sekundarstufe [Metacognitive and self-concept: A longitudinal study of secondary education students]. Paper at the 2025 annual meeting of the GEBF conference, Mannheim, Germany
• Morina, F., Udvardi-Lakos, N., Fabian, A., Trautwein, U., & Fütterer, T. (2025, January). ALIFE: Strategies for designing effective adaptive online professional development courses for teachers. Poster at the 2025 annual meeting of the GEBF conference, Mannheim, Germany
• Fütterer, T., Campos, D. G., Gfrörer, T., Lavelle-Hill, R., Murayama, K., & Scherer, R. (2025, January). Wie kann man künstliche Intelligenz für systematische Literaturübersichten und Meta-Analysen nutzen? Ein systematischer Überblick über Tools und ein Leitfaden für Forscher:innen [How can AI be used for systematic literature reviews and meta-analyses? A systematic overview of tools and a guide for scientists]. Paper at the 2025 annual meeting of the GEBF conference, Mannheim, Germany
• Jaggy, A., Fütterer, T., Jansen, T., & Trautwein, U. (2024, September). Almighty ChatGPT? – Interindividual Differences in Gifted Students’ Attitudes Towards the Omniscience of Artificial Intelligence. Paper at the 53rd DGPs congress / 15th. ÖGP conference 2024, Vienna, Austria
• Hoch, E., Brouer, B., & Fütterer, T. (2024, September). The Relation of Self-Concept and Metacognitive Judgments in a Sample of Secondary School Students. Paper at the 2024 11th biennial EARLI SIG 16, Heidelberg, Germany
• Röhl, S., Fütterer, T., & Cramer, C. (2024, August). Use and Perceived Usefulness of Teaching-Related Student and Peer Feedback of Teachers in Germany. Paper at the 2024 9th biennial EARLI SIG 18, Nicosia, Cyprus
• Göllner, R., Fütterer, T., Leng, F., & Stürmer, K. (2024, August). Hit the Road Towards an Automated Assessment of Written Reflections of Pre-Service Teachers. Paper at the 2024 11th biennial EARLI SIG 11, Oxford, UK
• Hou, R., Fütterer, T., Bühler, B., Bozkir, Efe, Gerjets, P., Trautwein, U., K., & Kasneci, K. (2024, July). Automated assessment of encouragement and warmth in classrooms leveraging multi-modal emotional features and ChatGPT. Paper at the 2024 annual meeting (25th) of the International Conference on Artificial Intelligence in Education (AIED), Recife – Pernambuco, Brazil
• Fütterer, T., Bühler, B., Hou, R., Goldberg, P., Kasneci, E., Gerjets, P., Stürmer, K., & Trautwein, U. (2024, June). Automated Assessment of Multimodal Data to Predict Teaching Quality. Paper at the 2024 annual meeting of the QUINT conference, Oslo, Norway
• Fütterer, T., Hoch, E., & Dumont, H. (2024, May). Uncovering the relationship of technology-enhanced, adaptive teaching and situational interest in mathematics in a randomized trial. Poster at the E-ADAPT conference, Potsdam, Germany
• Omarchevska, Y., Fütterer, T., Dumont, H., Bernacki, M., Greene, J., & Scheiter, K. (2024, May). Adaptive teaching and learning: A systematic review and meta-analysis. Poster at the E-ADAPT conference, Potsdam, Germany
• Fütterer, T., Udvardi-Lakos, N., Fabian, A., Morina, F., & Trautwein, U. (2024, May). Adaptive learning integrated framework for educators. Poster at the E-ADAPT conference, Potsdam, Germany
• Fütterer, T., Fischer, C., Alekseeva, A., Chen, X., Tate, T., Warschauer, M., & Gerjets, P. (2024, April). AI in Education: Examining the Global Reception of ChatGPT on Twitter. Poster at the 2024 annual meeting of the AERA conference, Philadelphia, PA
• Morina, F., Fütterer, T., Fischer, C. (2024, April). Investigating Associations of Teacher Characteristics with Open Educational Resource Usage in Social Media Communities. Roundtable at the 2024 annual meeting of the AERA conference, Philadelphia, PA
• Fabian, A., Fütterer, T., Backfisch, I., Hübner, N., Paravicini, W., & Lachner, A. (2024, March). What is TPACK? Investigating the internal structure of TPACK from a subject-specific angle using test-based instruments. Paper at the 2024 35^th international conference, Society for Information Technology and Teacher Education, Las Vegas, NV
• Fabian, A., Fütterer, T., Backfisch, I., Hübner, N., Paravicini, W., & Lachner, A. (2024, March). Was ist TPACK? Eine Studie zur Untersuchung des empirischen Zusammenhangs verschiedener Wissensfacetten zum Einsatz digitaler Medien [What is TPACK? Investigating the internal structure of TPACK from a subject-specific angle using test-based instruments]. Paper at the 2024 annual meeting of the GEBF conference, Potsdam, Germany
• Fütterer, T., Scheiter, K., Lachner, A., Hübner, N., & Stürmer, K. (2024, March). Wie können Lehrpersonen für einen qualitativ hochwertigen, technologiegestützten Unterricht durch Fortbildungen vorbereitet werden? [How to promote high-quality technology-enhanced teaching through teacher professional development?]. Paper at the 2024 annual meeting of the GEBF conference, Potsdam, Germany
• Jung., A., Fütterer, T., Frenzel, A., Nagengast, B., & Murayama, K. (2024, March). Wer inspiriert wen? Wechselseitige Beziehungen zwischen dem Enthusiasmus von Lehrpersonen und dem Interesse der Schüler:innen [Who Inspires Whom? Reciprocal Relationships Between Teacher Enthusiasm and Students' Interest]. Paper at the 2024 annual meeting of the GEBF conference, Potsdam, Germany
• Fütterer, T. (2023; November). Tübinger Initiativen zum verantwortungsvollen und effektiven Einsatz von KI beim Lehren und Lernen [Tübingen initiatives for the responsible and effective use of AI in teaching and learning]. Talk at the conference organized by the Joachim Herz Foundation „Adaptives Lernen und KI in der schulischen und beruflichen Bildung: Potenziale und Herausforderungen technologiegestützten Lehrens und Lernens“ [Adaptive learning and AI in school and vocational education: potentials and challenges of technology-supported teaching and learning], Hamburg, Germany
• Wurst, C., Fütterer, T., & Goeze, A. (2023, September). Digitale Medien im Fachunterricht einsetzen – Gelingensbedingungen einer Online-Fortbildung für Gymnasiallehrkräfte [Using digital media in the classroom - Conditions for the success of an online professional development program for secondary teachers]. Talk at the annual Bundeskongress der Zentren für Lehrer*innenbildung und Professional Schools of Education (BuKo), Münster, Germany
• Fütterer, T., Scheiter, K., Lachner, A., Hübner, N., & Stürmer, K. (2023, August). How to promote high-quality technology-enhanced teaching through teacher professional development?. Paper at the 2023 biennial EARLI conference, Thessaloniki, Greece
• Morina, F., Fütterer, T., Rosenberg, J.M., Carpenter, J., & Fischer, C. (2023, August). How do teachers in German Twitter communities share, perceive, and use materials?. Paper at the 2023 biennial EARLI conference, Thessaloniki, Greece
• Tschönhens, F., Fütterer, T., Franke, U., & Lachner, A. (2023, August). Video annotations to support pre-service teachers’ professional vision for technology integration. Paper at the 2023 biennial EARLI conference, Thessaloniki, Greece
• Rehm, M., Klein, L., Fütterer, T., Fischer, C., Lockton, M., Caduff, A., & Daly, A. J. (2023, August). The social side of digitization: Knowledge mobilization among educational professionals. Paper at the 2023 biennial EARLI conference, Thessaloniki, Greece
• Fütterer, T., Tan, T., Olsen, R. V., Sandsør, A. M. J., & Blömeke, S. (2023, August). Differential effects of COVID-19 school closures on students’ achievement. Paper at the 2023 biennial EARLI conference, Thessaloniki, Greece
• Rzejak, D. & Fütterer, T. (2023, June). Pathways and qualities of teacher professional learning [original title: Wege und Qualitäten des beruflichen Lernens von Lehrpersonen]. Symposium at the 2023 annual „Wie viel Wissenschaft braucht die Lehrer*innenfortbildung“ conference, Feldkirch, Austria
• Fütterer, T., Rzejak, D., Mayr, J., & Lipowsky, F. (2023, June). Interest and competence: Reinforcing or compensating factors for teachers' participation in professional development? [original title: Interesse und Kompetenz: Verstärkende oder kompensierende Faktoren für die Teilnahme von Lehrer:innen an beruflichen Fort- und Weiterbildungen?]. Paper at the 2023 annual „Wie viel Wissenschaft braucht die Lehrer*innenfortbildung“ conference, Feldkirch, Austria
• Tschönhens, F., Fütterer, T., Franke, U., Stürmer, K., & Lachner, A. (2023, May/June). Video annotations to support pre-service teachers’ professional vision for technology integration. Paper at the 2023 annual meeting of the QUINT conference, Helsinki, Finland
• Campos, D. G., Fütterer, T., Gfrörer, T., Lavelle-Hill, R., König, L., Zitzmann, S., Hecht, M., Murayama, K., & Scherer, R. (2023, May). Assessing the performance of machine learning algorithms for systematic review and meta-analysis in education: A benchmarking and evaluation project. Paper at the 2023 annual Research Synthesis & Big Data Conference, Frankfurt/Main, Germany
• Fischer, C., Omarchevska, Y., Fütterer, T., & Rosenberg, J. (2023, April). Teacher collaboration and professional development on Twitter: An epistemic network analysis. Paper at the 2023 annual meeting of the AERA conference, Chicago, IL
• Richter, E., Fütterer, T., Eisenkraft, A., & Fischer, C. (2023, April). Examining motivational profiles of teachers participating in professional development activities during a nationwide science reform. Paper at the 2023 annual meeting of the AERA conference, Chicago, IL
• Rehm, M., Fütterer, T., Fischer, C., Lockton, M., Caduff, A., & Daly, A. J. (2023, April). Digitization in international contexts: Comparing knowledge mobilization in Germany and the United States. Paper at the 2023 annual meeting of the AERA conference, Chicago, IL
• Stoll, G. & Fütterer, T. (2023, March). The roles of work values and personality traits in explaining vocational preferences. Paper at the 2023 annual International Convention of Psychological Science, Brussels, Belgium
• Tschönhens, F., Fütterer, T., Franke, U., Stürmer, K., & Lachner, A. (2023, February/March). Use of video annotation to promote professional vision of technology-enhanced teaching situations [original title: 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
• Leng, F., Fütterer, T., Stürmer, K., & Göllner, R. (2023, February/March). The role of the recipient determines how one reflects. Paper at the 2023 annual meeting of the GEBF conference, Duisburg-Essen, Germany
• Fütterer, T., Stürmer, K., & Göllner, R. (2023, February/March). Hit the road towards an automated assessment of written reflections of pre-service teachers. Paper at the 2023 annual meeting of the GEBF conference, Duisburg-Essen, Germany
• Fütterer, T. (2023, February/March). A multi-faceted perspective on current approaches to reflect on teacher reflections. Symposium at the 2023 annual meeting of the GEBF conference, Duisburg-Essen, Germany
• Morina, F., Fütterer, T., Rosenberg, J., Carpenter, J. P. & Fischer, C. (2023, February/March). Investigating how teachers hsare and use materials in German Twitter communities. Paper at the 2023 annual meeting of the GEBF conference, Duisburg-Essen, Germany
• Schiefer, J., Fütterer, T., & Wagner, W. (2023, February/March). Do teachers make a difference? The relevance of individual characteristics of teachers in an extracurricular learning setting for elementary school children? [original title: Machen die Lehrkräfte einen Unterschied? Die Relevanz individueller Charakteristika Lehrender in einem außerunterrichtlichen Lernsetting für Grundschulkinder]. Paper at the 2023 annual meeting of the GEBF conference, Duisburg-Essen, Germany
• Fütterer, T. & Becker-Genschow, S. (2022, September). CC-TPACK-P - Cross-Phase Cooperation to Promote Teachers’ TPACK in Physics. Project at the 1. fellow-meeting 5. cohort Kolleg Didaktik:digital, Ludwigsburg, Germany
• Hoch, E., Fütterer, T., Lachner, A., Scheiter, K., & Stürmer, K. (2022, September). Can digital distance education be effective for learning? A study of cognitive activation during school closures [original title: Kann digitaler Unterricht auf Distanz lernwirksam sein? Eine Studie zur kognitiven Aktivierung während der Schulschließungen]. Paper at the 2022 annual meeting of the DGPs conference, Hildesheim, Germany
• Fütterer, T., Hoch, E., Lachner, A., Scheiter, K., & Stürmer, K. (2022, August). How cognitively activating was digitized instruction during school closures and how can teachers be supported?. Paper at the 2022 9th biennial EARLI SIG 6/7, Zollikofen, Switzerland
• Fütterer, T., Stürmer, K., & Göllner, R. (2022, June). Hit the road towards an automated assessment of reflection practices of pre-service teachers. Project at the 2022 annual meeting of the QUINT conference, Hveragerði, Iceland
• Fütterer, T., Hübner, N., Fishman, B., Eisenkraft, A., & Fischer, C. (2022, April). Teacher professional development and self-efficacy during the AP science reform: A longitudinal perspective. Paper at the 2022 annual meeting of the AERA conference, San Diego, CA
• Morina, F., Fütterer, T., Hübner, N., Zitzmann, S., Trautwein, U., &Fischer, C. (2022, April). Effectiveness of online professional development for teachers: A meta-analysis. Paper at the 2022 annual meeting of the AERA conference, San Diego, CA
• Fütterer, T. (2022, April). A multi-faceted perspective on current approaches for high-quality teacher professional development. Symposium at the 2022 annual meeting of the AERA conference, San Diego, CA
• Stürmer, K., Fütterer, T., Hoch, E., Lachner, A., & Scheiter, K. (2022, March). Can digital distance education be effective for learning? A study of cognitive activation during school closures. Paper at the 2022 annual meeting of the LERN conference, Frankfurt, Germany
• Stürmer, K., Fütterer, T., Hoch, E., Lachner, A., & Scheiter, K. (2022, March). Can digital distance education be effective for learning? A study of cognitive activation during school closures. Paper at the 2022 annual meeting of the GEBF conference, Bamberg, Germany
• Morina, F., Fütterer, T., Hübner, N., Zitzmann, S., Trautwein, U., & Fischer, C. (2022, March). A meta-analysis on the effectiveness of online professional development for teachers. Paper at the 2022 annual meeting of the GEBF conference, Bamberg, Germany
• Fütterer, T., Hübner, N., Fishman, B., Eisenkraft, A., & Fischer, C. (2022, March). Interactions between teacher self-efficacy and professional development characteristics: A longitudinal perspective. Paper at the 2022 annual meeting of the GEBF conference, Bamberg, Germany
• van Waveren, L., Fütterer, T., Hübner, N., Fischer, C. & Sälzer, C. (2022, March). Is the nature of access to the teaching profession reflected in professional satisfaction in PISA 2015 and 2018?. Paper at the 2022 annual meeting of the GEBF conference, Bamberg, Germany
• Bareis, A., Fütterer, T., Spengler, M., Boxhofer, E., Krammer, G., Mayr, J., Nausner, E., Pflanzl, B., Nagengast, B., & Trautwein, U. (2022, March). Do conscientiousness, interest, and their interaction predict teacher professional development intensity?. Paper at the 2022 annual meeting of the GEBF conference, Bamberg, Germany
• Tschönhens, F., Fütterer, T., Lachner, A., & Stürmer, K. (2022, March). Self-assessment ability of teachers regarding their technological and technological-pedagogical knowledge. Paper at the 2022 annual meeting of the GEBF conference, Bamberg, Germany
• Fütterer, T. & Bardach, L. (2021, October). Artificial intelligence and feedback in education - A systematic literature review. Poster at the 2021 semiannual meeting of the LEAD Graduate School & Research Network
• van Waveren, L., Fütterer, T., Hübner, N., Fischer, C. & Sälzer, C. (2021, April). Is teachers’ job satisfaction contingent on formal teacher training? Insights from PISA 2015. Paper at the 2021 annual meeting of the AERA conference (online conference)
• Hoch, E., Fütterer, T. (2020, December). What competencies are needed to learn in a digitalized world? [original title: Welche Kompetenzen sind nötig, um in einer digitalen Welt zu lernen?]. Paper at the ZfE-Forum 2020 „ZfE-Forum Bildung für eine digitale Zukunft“, Hamburg, Germany (online conference)
• Fütterer, T., Hübner, N., Fischer, C., & Stürmer, K. (2020, December). Heading for new shores: Moving from traditional to modern professional development. Poster at the 5th annual International NEPS Conference, Bamberg, Germany
• Stürmer, K, Scheiter, K., Lachner, A., Fütterer, T., & Hoch. E. (2020, December). Education in the digital world: What skills do students, teachers and lecturers in teacher education need? [original title: Bildung in der digitalen Welt: Welche Kompetenzen benötigen Schülerinnen und Schüler, Lehrkräfte und Dozierende in der Lehrkräftebildung?]. Poster at the 5th CeLeB-Conference, Hildesheim, Germany
• Fütterer, T., Cheng, X., Scheiter, K., & Stürmer, K. (2020, August). Quality beats quantity: Investigating learning related effort in computer-based learning environments. Paper at the 8th biannual EARLI SIG 6/7, Tübingen, Germany
• Fütterer, T., Hübner, N., Fischer, C., & Stürmer, K. (2020, June). Heading for new shores: Moving from traditional to modern professional development. Paper at the 8th biennial EARLI SIG 11, Oldenburg, Germany (conference cancelled)
• Cheng, X., Fütterer, T., Scheiter, K., & Stürmer, K. (2020, April). ICT in classrooms. Effects of tablet-based instruction on students learning activities. Poster at the 2020 annual meeting of the AERA conference, San Francisco, CA (conference cancelled)
• Cheng, X., Fütterer, T., Scheiter, K. & Stürmer, K. (2020, March). Does one-to-one tablet used in the classroom have an impact on student learning processes?. Paper at the 8th annual GEBF conference, Potsdam, Germany (conference cancelled)
• Fütterer, T., Hübner, N., Fischer, C., & Stürmer, K. (2020, March). Longitudinal analysis of teacher professional development patterns [original title: Muster der Fortbildungsaktivität von Lehrpersonen im Längsschnitt]. Paper at the 8th annual GEBF conference, Potsdam, Germany (conference cancelled)
• Fütterer, T. (2020, March). International and national perspectives on teacher training: Central actors in focus [original title: Internationale und nationale Perspektiven auf Fortbildungen von Lehrkräften: Zentrale Akteure im Fokus]. Symposium at the 8th annual GEBF conference, Potsdam, Germany (conference cancelled)
• Fütterer, T. & Stürmer, K. (2019, March). Do the right teachers get teaching quality profession development?. Poster at the Teaching Quality Conference, Tübingen, Germany
• Fütterer, T. & Brouër, B. (2018, September). The use of professional development portfolios in the second phase of teacher training [original title: Der Einsatz von professional development portfolios in der zweiten Phase der Lehrkräfteausbildung]. Paper at the 83rd annual AEPF conference, Lüneburg, Germany
• Fütterer, T. & Brouër, B. (2015, September). The use of professional development portfolios in the second phase of teacher training. Results of a stock analysis in Schleswig-Holstein with an outlook for an experimental intervention study [original title: Der Einsatz von Portfolios im Vorbereitungsdienst. Ergebnisse einer Bestandsanalyse in Schleswig-Holstein mit Ausblick auf eine experimentelle Interventionsstudie]. Paper at the 80th annual AEPF conference, Göttingen, Germany
• Fütterer, T. & Brouër, B. (2014, March). The use of professional development portfolios in the second phase of teacher training in Schleswig-Holstein [original title: Der Einsatz von Portfolios in der zweiten Phase der Lehramtsausbildung in Schleswig-Holstein]. Poster at the 24th biennial DGfE congress, Berlin, Germany

• Fütterer, T. (2024, January). Auf dem Weg zu einer automatisierten Auswertung schriftlicher Reflexionstexte von Lehrer:innen [Hit the road to an automated assessment of teachers' written reflections]. Invited talk presented at the University of Mainz

• Fütterer, T. (2023, December). Technologie nutzen zum effizienten und effektiven Forschen und Lehren [Using technology for efficient and effective research and teaching]. Invited talk presented at the Biology Didactics Forum of the Center for Didactics of Biology, University of Münster, Münster

• Fütterer, T. (2023, May). Einsatz von Technologie im Unterricht: Quantität oder Qualität?.Invited talk presented at the School Internal Conference, Johannes-Kepler High School, Weil der Stadt

• Fütterer, T. (2023, April). Einsatz von Technologie im Unterricht: Quantität oder Qualität? [Use of technology in the classroom: quantity or quality?]. Invited talk presented at the School Internal Conference, Vocational School, Crailsheim

• Fütterer, T. (2023, February). Einsatz von Technologie im Unterricht: Wie können Lehrer:innen in Fortbildungen darauf vorbereitet werden? [How can teachers be prepared for the use of technology in the classroom?]. Invited talk presented at the colloquium series of the educational sciences, University of Potsdam, Potsdam

• Fütterer, T. (2022, February). Getting teachers ready to teach in a digitized world: Insight into different approaches. Invited talk presented at the Brown Bag Seminar, Centre for Educational Measurement at University of Oslo (CEMO), Oslo

• Fütterer, T. (2021, September). Kognitive Aktivierung der Schüler*innen durch den Einsatz digitaler Medien im Unterricht [Cognitive activation of students through the use of digital media in the classroom]. Invited talk presented at the professional development, Akademie für Lehrerfortbildungen, Esslingen

• Fütterer, T. (2021, June). Einsatz digitaler Medien im Unterricht. Eine pädagogisch-psychologische Perspektive [Using digital media in the classroom. A pedagogical-psychological perspective]. Invited talk presented at the School Internal Conference, Wentzinger High School, Freiburg

• Fütterer, T. (2019, November). Leistungsbeurteilung in der Schule. Erkenntnisse aus der psychologischen Diagnostik für die Praxis nutzbar machen [Performance assessment in schools. Making findings from psychological diagnostics usable in practice]. Invited talk presented at the School Internal Conference, Wieland High School, Biberach

• Feder, L. & Fütterer, T. (2019, May). Portfolioarbeit aus empirischer Perspektive: Ein Forschungsüberblick mit Leerstellen [Portfolio work from an empirical perspective: A research overview with gaps]. Invited talk presented at network conference “portfolio in teacher education”, University of Konstanz, Konstanz

• Fütterer, T. (2018, November). Was ist guter Unterricht? Tipps aus der Empirischen Bildungsforschung [What is good teaching? Tips from empirical educational science]. Invited talk presented at the School Internal Conference, Wieland High School, Biberach

• Fütterer, T. (2014, Dezember). Portfolio und Portfolioarbeit. Eine kurze Einführung [Portfolio and portfolio work. A short introduction]. Invited talk presented at the Conference on Future Assessment of Applicants in Companies, Chambers of Commerce and Industry in Schleswig-Holstein, Kiel

• Collaboration on Ständige Wissenschaftliche Kommission der Kultusministerkonferenz (SWK; 2024): Large Language Models und ihre Potenziale im Bildungssystem [Large language models and their potential in the education system]. Impulspapier der Ständigen Wissenschaftlichen Kommission (SWK) der Kultusministerkonferenz. https://dor.org/10.25656/01:28303
• Fütterer, T. (2023). Adaptiver Unterricht: Heterogenität im Klassenzimmer optimal begegnen [Adaptive teaching: The best way to deal with heterogeneity in the classroom]. Magazin Forum Bildung Digitalisierung. https://magazin.forumbd.de/lehren-und-lernen/adaptiver-unterricht-heterogenitaet-im-klassenzimmer-optimal-begegnen/
• Fütterer, T. (2023). Adaptive, intelligent and personalized: Using artificial intelligence in the classroom. Community Call Forum Bildung Digitalisierung & Kompetenzverbund lernen:digital. https://www.forumbd.de/event-tags/community-call/ & https://lernen.digital/veranstaltungen/einsatz-von-kuenstlicher-intelligenz-im-unterricht/
• Fütterer, T. (2023). Auswirkungen von Covid-19 Schulschließungen auf schulische Leistungen [Differential effects of COVID-19 school closures on students’ learning]. LEAD.schule. https://lead.schule/aktuelle-studien/Auswirkungen-von-Covid-19-Schließungen-auf-schulische-Leistungen
• Fütterer, T. & Scheiter, K. (2023). Wie gelingt lernwirksamer Unterricht mit digitalen Medien? campus schulmanagement. https://www.campus-schulmanagement.de/magazin/wie-gelingt-lernwirksamer-unterricht-mit-digitalen-medien
• Fütterer, T. (2022). Quereinsteiger in Schulen oft weniger zufrieden 
  LEAD.schule. https://lead.schule/blog/quereinsteiger-in-schulen-oft-weniger-zufrieden
• Fütterer, T. (2022). Digitale Medien im Unterricht – viel hilft viel? Bob Blume. https://bobblume.de/2022/04/29/digitale-medien-im-unterricht-viel-hilft-viel/
• Fütterer, T., & Meisel, A. (2016). Eine Pilotstudie zur Akzeptanz des Einsatzes eines Berufswahl- und Bewerbungsportfolios. TALENTE, 12(26), 20-39.
• Fütterer, T. (2014). Talente entdecken und fördern durch Portfolioarbeit. Ein kurzer Aufriss eines komplexen Instruments. TALENTE, 10(22), 14-17.

• Bachelor: Quantitative Erhebungsverfahren und quantitative Datenanalyse
• Master: Diagnostik, Intervention, Evaluation und diagnostische Prozesse bei Lehrkräften

• Introduction to Educational Psychology (Einführung in die Pädagogische Psychologie)
• Core topics in empirical educational research and educational psychology (Kernthemen der Empirischen Bildungsforschung und Pädagogischen Psychologie)

• AI-tools for systematic reviews and meta-analyses, July 2024
• Digital gestützter Unterricht und Kultur der Digitalität [Technology-enhanced teaching and the culture of digitality], March 2024
• Program committee member of the workshop AI in Education: Ethical and Epistemic Perspectives at the Eindhoven University of Technology, March 2024
• Cognitive activation in digitally supported teaching [Kognitive Aktivierung im digital gestützten Unterricht], August 2022 and April 2023
• An online professional development course on the use of digital media in the classroom - theoretical conception and practical implementation in a discourse between science and practice [Eine Online-Fortbildung zum Einsatz digitaler Medien im Unterricht – Theoretische Konzeption und praktische Umsetzung im Diskurs zwischen Wissenschaft und Praxis], Juli 2021
• Using digital media in lessons to promote learning [Digitale Medien im Unterricht lernförderlich einsetzen], April-September 2021