Hector Research Institute of Education Sciences and Psychology

Dr. Tim Fütterer

Photo of Tim Fütterer

Tim Fütterer is a post-doc at the Hector Research Institute of Education Sciences and Psychology.

Tim Fütterer is a Junior Fellow in the Joachim Herz Foundation's Didactics:Digital Research Group, is a full member of the Gesellschaft für Empirische Bildungsforschung (GEBF), the European Association for Research on Learning and Instruction (EARLI), the Tübingen Postdoctoral Academy for Research on Education (PACE), and the des Tübingen Center for Digital Education (TüCeDE) as well as an associate member of the Tübingen School of Education (TüSE) and the LEAD Graduate School & Research Network.

His research interests relate to the professionalization of teachers and links

  • teacher professional development (e.g., adaptive online professional development)
  • teaching effectiveness (e.g., cognitively activating, technology-enhanced teaching)
  • digitalization and digitality (e.g., effective technology-enhanced learning and teaching in classrooms)
  • applied artificial intelligence in the educational context (e.g. automated evaluation of written reflection texts for adaptive feedback on teachers' competencies)
  • reflections of teachers (e.g., self-assessments competence of teachers) 

With regard to these research interests, Tim Fütterer is significantly involved in the implementation of research projects (for further information on the projects, see the links on the right). Further information can be found in the CV.

Publications

Journal Articles

  • 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., Lawson, M., & 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

 

Conference Proceedings

  • Hou, R., Bühler, B., Fütterer, T., Bozkir, E., Gerjets, P., Trautwein, U., & Kasneci, E. (2024). Multimodal classroom discourse assessment: A text-centered attention-based multi-task learning approach. Manuscript submit for publication (under review).

  • 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

 

Books

  • 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

 

Book Chapters

  • 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.

Conference Presentations

  • 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

  • Hui, 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 35th 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

 

Invited Talks

  • 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

Other publications

Courses

Seminars

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

Lectures

  • Einführung in die Pädagogische Psychologie

Workshops

  • 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

Curriculum Vitae

04/2023
Lab Visit

Centre for Educational Measurement at University of Oslo (CEMO

01-05/2022
Visiting Student Researcher

Centre for Educational Measurement at University of Oslo (CEMO)

Since 04/2018
Research Scientist

Hector Research Institute of Education Sciences and Psychology, University of Tübingen

01-03/2018
Visiting Student Researcher

Graduate School of Education, Stanford University

11/2017
Ph.D. in Education Sciences (summa cum laude)

Christian-Albrechts-Universität, Kiel

2013-2017
Doctoral studies in Education Sciences, Title of Dissertation: "Der Einsatz von professional development portfolios in der zweiten Phase der Lehrkräfteausbildung."

Christian-Albrechts-Universität, Kiel

2012-2018
Research Scientist in Education Sciences

Christian-Albrechts-Universität, Kiel

2006-2012
Studies of Mathematics and Economics/Politics for teaching certificate

Christian-Albrechts-Universität, Kiel