Dr. Tim Fütterer

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

His research interests relate to the professionalization of teachers and links (online) teacher professional development (PD), digitization (especially the effective use of digital media in teaching), teaching quality, and reflexive processes. His research focuses on the conditions for the successful use of technology in the classroom and the effective preparation of teachers in professional development programs. Furthermore, he investigates how reflective processes can support the professional knowledge development of teachers. In cooperation with computer linguists and computer scientists, for instance, he is investigating solutions for the automated and intelligent evaluation of written reflection texts (e.g., in the context of portfolio work) in order to be able to provide adaptive feedback that is effective for learning.

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).


Tim Fütterer is a Junior Fellow in the Joachim Herz Foundation's Didactics:Digital Research Group, is a full member of the Gesellschaft für EmpirischeBildungsforschung (GEBF) and the Tübingen Postdoctoral Academy for Research on Education (PACE) as well as an associate member of the Tübingen School of Education (TüSE) and the LEAD Graduate School & Research Network. Further information can be found in the CV.

Publications

Journal Articles

  • 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 (in German)
  • 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. Zeitschrift für Erziehungswissenschaft, 24, 443-477. https://doi.org/10.1007/s11618-021-01013-8 Press Release (in German)

Books

  • Fütterer, T. (2019). Professional Development Portfolios im Vorbereitungsdienst. Die Wirksamkeit von Lernumgebungen auf die Qualität der Portfolioarbeit. Wiesbaden: Springer.
    https://doi.org/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

  • 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). Kann digitaler Unterricht auf Distanz lernwirksam sein? Eine Studie zur kognitiven Aktivierung während der Schulschließungen [Can digital distance education be effective for learning? A study of cognitive activation during school closures]. 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 American Educational Research Association, 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 American Educational Research Association, 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 American Educational Research Association, 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 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. (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 Research]. 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

  • 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.

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

  • 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

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