Dr. Tim Fütterer

Tim Fütterer is a post-doc at the Hector Research Institute of Education Sciences and Psychology since 2018.

His research interests relate to the professionalization of teachers and lie in the connection of (online) teacher training, digitalization, teaching effectiveness and reflective processes. His research focuses on the investigation of conditions for the successful use of digital media in classrooms and on the conception of sustainable professional development (PD) programs for teachers, especially with regard to the use of digital media. Therefore, he concentrates on participation patterns of teachers in face-to-face and online PD as well as on the conditions of success. Furthermore, he investigates how reflective processes can support the professional knowledge development of teachers. On the one hand, he systematically examines teachers' attitudes towards portfolio work and, on the other hand, he works in cooperation with computational linguists and computer scientists on solutions for the automated and intelligent evaluation of written reflective texts (e.g. in the context of portfolio work) in order to be able to provide adaptive feedback that is effective for learning.

Tim is substantially involved in the organization of the research network between the Hector Institute and the Leibniz Institut für Wissensmedien for the effective use of tablets in class, which is based on the school experiment tabletBW of the state of Baden-Württemberg. Furthermore, Tim heads the research project "Technological-pedagogical knowledge of teachers on the use of digital media", which is funded by University of Tübingen. Furthermore, he is an associated partner in the research project “PetraKIP - Personal Transparent AI-based Portfolio for Teacher Education”, in which artificial intelligence portfolios are to be realized in teacher education.

Tim uses a broad repertoire of qualitative and quantitative research methods appropriate to the respective research questions. The mix of methods includes both the evaluation of large cross-sectional and longitudinal data sets (e.g., using structural equation models of change measurement, multi-level regression models or latent class and profile analyses) and the analysis of experimental studies. In addition, he applies qualitative (e.g., qualitative content analysis) and computational linguistic (e.g., NLP) methods, depending on the subject area.

Tim Fütterer studied mathematics and economics / politics at the University of Kiel. He completed his dissertation in 2017 at the Institute for Pedagogy (Department of Empirical Educational Research) on the portfolio work of in-service teachers. After a three-month research stay as a guest researcher at the Stanford Graduate School of Education under supervision of Prof. Dr. Maria Araceli Ruiz-Primo in spring 2018, he accepted a post-doctoral position at the Hector Institute under supervision of Prof. Dr. Kathleen Stürmer. Tim is a member of the Tübingen Postdoctoral Academy for Research on Education (PACE) and an associate member of the Tübingen School of Education (TüSE) and the LEAD Graduate School & Research Network.

At the NEPS Conference in 2020, Tim Fütterer received the poster award for "Heading for New Shores: Moving From Traditional to Modern Paradigm of Teacher Professional Development".

Publications

Journal Articles

  • 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. Zeitschrift für Erziehungswissenschaft, 24, 443-477. https://doi.org/10.1007/s11618-021-01013-8
  • 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.

Books

  • Fütterer, T. (2019). Professional Development Portfolios im Vorbereitungsdienst. Die Wirksamkeit von Lernumgebungen auf die Qualität der Portfolioarbeit. Wiesbaden: Springer. doi:10.1007/978-3-658-24064-6

Book Chapters

  • 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

  • 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 American Educational Research Association (Online conference).
  • Hoch, E., Fütterer, T. (2020, December). Welche Kompetenzen sind nötig, um in einer digitalen Welt zu lernen? [What competencies are needed to learn in a digitalized world?]. 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). Bildung in der digitalen Welt: Welche Kompetenzen benötigen Schülerinnen und Schüler, Lehrkräfte und Dozierende in der Lehrkräftebildung? [Education in the digital world: What skills do students, teachers and lecturers in teacher education need?]. 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 leaning activities. Poster at the 2020 annual meeting of the American Educational Research Association, 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). Muster der Fortbildungsaktivität von Lehrpersonen im Längsschnitt [Longitudinal Analysis of Teacher Professional Development Patterns]. Paper at the 8th annual GEBF conference, Potsdam, Germany (Conference cancelled).
  • Fütterer, T. (2020, March). Internationale und nationale Perspektiven auf Fortbildungen von Lehrkräften: Zentrale Akteure im Fokus [International and National Perspectives on Teacher Training: Central Actors in Focus]. 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). Der Einsatz von professional development portfolios in der zweiten Phase der Lehrkräfteausbildung [The Use of Professional Development Portfolios in the second Phase of Teacher Training]. Paper at the 83rd annual AEPF conference, Lüneburg, Germany.
  • Fütterer, T. & Brouër, B. (2015, September). Der Einsatz von Portfolios im Vorbereitungsdienst. Ergebnisse einer Bestandsanalyse in Schleswig-Holstein mit Ausblick auf eine experimentelle Interventionsstudie. [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]. Paper at the 80th annual AEPF conference, Göttingen, Germany.
  • Fütterer, T. & Brouër, B. (2014, March). Der Einsatz von Portfolios in der zweiten Phase der Lehramtsausbildung in Schleswig-Holstein [The Use of Professional Development Portfolios in the Second Phase of Teacher Training in Schleswig-Holstein]. Poster at the 24th biennial DGfE congress, Berlin, Germany.

Invited Talks

  • 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, Bieberach.
  • 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 Research]. Invited talk presented at the School Internal Conference, Wieland High School, Bieberach.
  • 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.

Courses

Seminars

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

Lectures

  • Einführung in die Pädagogische Psychologie

Curriculum Vitae

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