Hector Research Institute of Education Sciences and Psychology

Prof. Dr. Kathleen Stürmer

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Kathleen Stürmer was a professor of effective teaching and learning arrangements at the Hector Institute for Empirical Educational Research and the Tübingen School of Education (TüSE). She joined the University of Regensburg.

Her research interests include:

  • Professional competence building (in teacher education),
  • Visual expertise,
  • Teaching effectiveness research,
  • Teaching with digital media,
  • Use of reactive methods to capture teaching and learning processes.

Kathleen Stürmer is the author of numerous journal articles and book chapters. Her research interests are expressed in a series of research projects funded by the German Research Foundation (DFG) and others. She is a member of the DFG research group Cosima (Promotion of Diagnostic Competencies in Simulation-Based Learning Environments at the FOR 2385 University of Applied Sciences), the Steering Board of the research network between the Hector Institute and the Leibnitz Institute for Knowledge Media on the learning-effective use of tablets in the classroom, which is modeled on the tabletBW school trial of the state of Baden-Württemberg, and the EARLI Center for Excellence in Research (E-CER) "Teacher Professional Vision: Toward Theoretical, Methodological, and Educational Synergy ".

Kathleen Stürmer is deputy director of the Tübingen School of Education. She is also a member of several scientific advisory boards in the field of empirical educational research, such as the Center for Research and Transfer: Digitization in Teacher Education (TüDiLB) and the Institute for Economic Education.

Prof. Dr. Kathleen Stürmer

Address

University of Tübingen
Hector Research Institute of Education Sciences and Psychology
Europastraße 6
72072 Tübingen
Room 407

Contact

07071/29-73922
07071/29-5371

Consultation by appointment:
kathleen.stuermerspam prevention@uni-tuebingen.de

 

Follow me:

ResearchGate
Google Scholar
Open Science: OSF

 

 

Publications

Selected Publications

  • 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

  • Keskin, Ö., Seidel, T., Stürmer, K. & Gegenfurtner (2024). Eye-tracking research on teacher professional vision: A meta-analytic review. Educational Research Review 42(5):100586. https://doi.org/10.1016/j.edurev.2023.100586

  • 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 

  • Goldberg, P., Wagner, W., Seidel, T. & Stürmer, K. (2023). Why Do Students Exhibit Different Attention-Related Behavior During Instruction? Investigating Effects of Individual and Context-Dependent Determinants. Learning & Instruction. Learning & Instruction, 83, 101694. https://doi.org/10.1016/j.learninstruc.2022.101694 

  • Fütterer, T., Scheiter, K., Cheng, X. & Stürmer, K. (2022). Quality beats Frequency? Investigating Students’ Effort in Learning when Introducing Technology in Classrooms. Contemporary Educational Psychology 69(1). 102042. doi: 10.1016/j.cedpsych.2022.102042 

  • Fütterer, T., Hoch, E., Stürmer, K., Lachner, A., Fischer, C. & Scheiter, K. (2021). Was bewegt Lehrpersonen während der Schulschließung? – Eine Analyse der Kommunikation im Twitter-Lehrerzimmer über Chancen und Herausforderung digitalen Unterrichts. Zeitschrift für Erziehungswissenschaft 24(2). 443-477. doi:10.1007/s11618-021-01013-8 

  • Backfisch, I., Lachner, A., Stürmer, K. & Scheiter, K. (2021). Variability of teachers‘ technology integration in the classroom: A matter of utility! Computers & Education, 166, 104159. doi:10.1016/j.compedu.2021.104159 

  • Hammer, M., Göllner, R., Scheiter, K., Fauth, B. & Stürmer, K. (2021). For whom do tablets make differences? Examining student profiles and perception of instruction with tablets. Computers & Education. online first. doi: 10.1016/j.compedu.2021.104147 

  • Goldberg, P., Schwerter, J., Seidel, T., Müller, K., & Stürmer, K. (2021). How does learners’ behavior attract preservice teachers’ attention during teaching? Teaching and Teacher Education, 97, 103213. https://doi.org/10.1016/j.tate.2020.103213

  • Seidel, T., Schnitzler, K., Kosel, C., Stürmer, K., & Holzberger, D. (2020). Student Characteristics in the Eyes of Teachers: Teacher Judgment Accuracy, Observed Behavioral Cues, and Teacher Gaze. Educational Psychology Review. doi: 10.1007/s10648-020-09532-2 

  • Goldberg, P., Sümer, Ö., Stürmer, K., Wagner, W., Göllner, R., Gerjets, P., Kasneci, E., & Trautwein, U. (2019). Attentive or Not? Toward a Machine Learning Approach to Assessing Students’ Visible Engagement in Classroom Instruction. Educational Psychology Review. 1-23. doi.10.1007/s10648-019-09514-z

  • Lachner, A., Backfisch, I. & Stürmer, K. (2019). A Test-Based Approach of Modeling and Measuring Technological Pedagogical Knowledge. Computers & Education 142. doi.org/10.1016/j.compedu.2019.103645

  • Stürmer, K., Seidel, T., Müller, K., Häusler, J. & Cortina, K.S. (2017). On what do Pre-service teachers look while teaching? An eye-tracking study about the processes of attention within different teaching settings. Zeitschrift für Erziehungswissenschaft. 20(Suppl 1). 74-92, doi:10.1007/s11618-017-0731-9

  • Stürmer, K., Seidel, T., & Holzberger, D. (2016). Intra-Individual differences in developing professional vision – Preservice teachers change trajectories in the course of an innovative teacher preparation program. Instructional Science 44(3). 293-309. doi: 10.1007/s11251-016-9373-1

  • Seidel, T., Stürmer, K., Schäfer, S., & Jahn, G. (2015). How Preservice Teachers perform in Teaching Events regarding generic Teaching and Learning Components. In: Pädagogisch Psychologische Kompetenzen von Lehrkräften. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 47(2).84-96. doi: 10.1026/0049-8637/a000125

  • Seidel, T. & Stürmer, K. (2014). Modeling and Measuring the Structure of Professional Vision in Pre-Service Teachers. American Educational Research Journal 51(4). 739-771, doi: 10.3102/0002831214531321

  • Stürmer, K., Könings, K. D. & Seidel, T. (2013). Declarative Knowledge and Professional Vision in Teacher Education: Effect of Courses in Teaching and Learning. British Journal of Educational Psychology 83. 467-483. doi: 10.1111/j.2044-8279.2012.02075.x

Journal Articles

  • 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

  • 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

  • Keskin, Ö., Seidel, T., Stürmer, K. & Gegenfurtner (2024). Eye-tracking research on teacher professional vision: A meta-analytic review. Educational Research Review 42(5):100586. doi.org/10.1016/j.edurev.2023.100586

  • Fütterer, T., Steinhauser, R., Zitzmann, S., Scheiter. K, Lachner, A. & Stürmer, K.(2023). Development and validation of a test to assess teacher’s knowledge of how to operate technology. Computers & Education, 5, https://doi.org/10.1016/j.caeo.2023.100152

  • 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 

  • Goldberg, P., Wagner, W., Seidel, T. & Stürmer, K. (2023). Why Do Students Exhibit Different Attention-Related Behavior During Instruction? Investigating Effects of Individual and Context-Dependent Determinants. Learning & Instruction, 83, 101694. https://doi.org/10.1016/j.learninstruc.2022.101694 

  • 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., Scheiter, K., Cheng, X. & Stürmer, K. (2022). Quality beats Frequency? Investigating Students’ Effort in Learning when Introducing Technology in Classrooms. Contemporary Educational Psychology 69(1). 102042. doi: 10.1016/j.cedpsych.2022.102042 

  • Kron, S., Sommerhoff, D., Achtner, M., Stürmer, K., Wecker, C., Siebeck, M. & Ufer, S. (2022). Cognitive and Motivational Person Characteristics as Predictors of Diagnostic Performance: Combined Effects on Pre-Service Teachers' Diagnostic Task Selection and Accuracy. Journal für Mathematik-Didaktik 43(3). doi: 10.1007/s13138-022-00200-2

  • Fütterer, T., Hoch, E., Stürmer, K., Lachner, A., Fischer, C. & Scheiter, K. (2021). Was bewegt Lehrpersonen während der Schulschließung? – Eine Analyse der Kommunikation im Twitter-Lehrerzimmer über Chancen und Herausforderung digitalen Unterrichts. Zeitschrift für Erziehungswissenschaft 24(2). 443-477.doi: 10.1007/s11618-021-01013-8 

  • Backfisch, I., Lachner, A., Stürmer, K. & Scheiter, K. (2021). Variability of teachers‘ technology integration in the classroom: A matter of utility! Computers & Education. online first. doi:10.1016/j.compedu.2021.104159 

  • Hammer, M., Göllner, R., Scheiter, K., Fauth, B. & Stürmer, K. (2021). For whom do tablets make differences? Examining student profiles and perception of instruction with tablets. Computers & Education. online first. doi: 10.1016/j.compedu.2021.104147

  • Hammer, M., Scheiter, K. & Stürmer, K. (2021). New technology, new role of parents: How parents’ beliefs and behavior affect students’ digital media self-efficacy. Computers in Human Behavior 116:106642. Doi: 10.1016/j.chb.2020.106642

  • Goldberg, P., Schwerter, J., Seidel, T., Müller, K., & Stürmer, K. (2021). How does learners’ behavior attract preservice teachers’ attention during teaching? Teaching and Teacher Education, 97, 103213. https://doi.org/10.1016/j.tate.2020.103213

  • Seidel, T., Schnitzler, K., Kosel, C., Stürmer, K., & Holzberger, D. (2020). Student Characteristics in the Eyes of Teachers: Teacher Judgment Accuracy, Observed Behavioral Cues, and Teacher Gaze. Educational Psychology Review. doi: 10.1007/s10648-020-09532-2

  • Lang, F., Kammerer, Y., Oschatz, K., Stürmer, K., & Gerjets, P. (2020). Investigating Professed and Enacted Epistemic Beliefs about the Uncertainty of scientific Knowledge when Students evaluate scientific Controversies. European Journal of Psychology of Education. Doi: 10.1007/s10212-020-00471-8

  • Lang, F., Kammerer, Y., Oschatz, K., Stürmer, K., & Gerjets, P. (2020). The role of beliefs regarding the uncertainty of knowledge and mental effort as indicated by pupil dilation in evaluating scientific controversies. International Journal of Science Education. 10.1080/09500693.2019.1710875

  • Goldberg, P., Sümer, Ö., Stürmer, K., Wagner, W., Göllner, R., Gerjets, P., Kasneci, E., & Trautwein, U. (2019). Attentive or Not? Toward a Machine Learning Approach to Assessing Students’ Visible Engagement in Classroom Instruction. Educational Psychology Review. 1-23. doi.10.1007/s10648-019-09514-z

  • Heitzmann, N., Seidel, T., Opitz. A., Hetmanek, A., Wecker, C., Fischer, M., Ufer, S., Schmidmaier, R., Neuhaus, B., Siebeck, M., Stürmer, K., Obersteiner, A., Reiss, K., Girwidz, R. & Fischer, F. (2019). Facilitating Diagnostic Competences in Simulations: A Conceptual Framework and a Research Agenda for Medical and Teacher Education. Frontline Learning Research 7(4). S- 1-24, doi:https://doi.org/10.14786/flr.v7i4.384

  • Ayaita, A. & Stürmer, K. (2019). Risk Aversion and the Teaching Profession: An Analysis Including Forms of Risk Aversion, Different Control Groups, Selection and Socialization Effects. Education Economics 28(1). 4-25. doi: 10.1080/09645292.2019.1675592

  • Lachner, A., Backfisch, I. & Stürmer, K. (2019). A Test-Based Approach of Modeling and Measuring Technological Pedagogical Knowledge. Computers & Education 142. doi.org/10.1016/j.compedu.2019.103645

  • Förtsch, C., Sommerhoff, D., Fischer, F., Fischer, M. R., Girwidz, R., Obersteiner, A., Reiss, K., Stürmer, K., Siebeck, M., Schmidmaier, R., Seidel, T., Ufer, S., Wecker, C., & Neuhaus, B. J. (2018). Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences. Education Sciences, 8, 207. doi: 10.3390/educsci8040207

  • Cortina, K. S., Müller, K., Häusler, J., Stürmer, K., Seidel, T., & Miller, K. (2018). Feedback mit eigenen Augen: Mobiles Eyetracking in der Lehrerbildung. [in English: Feedback with your own eyes: mobile eye tracking in teacher training]. Beiträge zur Lehrerinnen- und Lehrerbildung, 38(2), 208-222.

  • Alles, M., Apel, J., Seidel, T., & Stürmer, K. (2018). How Candidate Teachers Experience Coherence in University Education and Teacher Induction: the Influence of Perceived Professional Preparation at University and Support during Teacher Induction. Vocations and Learning, 6(2). doi:10.1007/s12186-018-9211-5

  • Stürmer, K., Seidel, T., Müller, K., Häusler, J. & Cortina, K.S. (2017). On what do Pre-service teachers look while teaching? An eye-tracking study about the processes of attention within different teaching settings. Zeitschrift für Erziehungswissenschaft. 20(Suppl 1). 74-92, doi:10.1007/s11618-017-0731-9

  • Krammer K., Hugener I., Biaggi S., Frommelt M., & Stürmer K. (2016). Videos in der Ausbildung von Lehrkräften: Förderung der professionellen Kompetenz von (angehenden) Lehrkräften durch videobasierte Lerngelegenheiten. Unterrichtswissenschaft 44(4).357-372. Doi:10.3262/UW1604357

  • Stürmer, K., Seidel, T., & Holzberger, D. (2016). Intra-Individual differences in developing professional vision – Preservice teachers change trajectories in the course of an innovative teacher preparation program. Instructional Science 44(3). 293-309. doi: 10.1007/s11251-016-9373-1 

  • Stürmer, K., Seidel, T., & Kunina-Habenicht, O. (2015). Unterricht wissensbasiert beobachten – Unterschiede und erklärende Faktoren bei Referendaren zum Berufseinstieg. Zeitschrift für Pädagogik 61(3). 345-360. doi: 22201503345

  • Seidel, T., Stürmer, K., Schäfer, S., & Jahn, G. (2015). How Preservice Teachers perform in Teaching Events regarding generic Teaching and Learning Components. In: Pädagogisch Psychologische Kompetenzen von Lehrkräften. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 47(2).84-96. doi: 10.1026/0049-8637/a000125

  • Stürmer, K., & Seidel, T. (2015). Assessing Professional Vision in Teacher Candidates-Approaches to validate the Observer Extended Research Tool. Zeitschrift für Psychologie 223(1). 54-63. doi:10.1027/2151-2604/a000200

  • Jahn, G., Stürmer, K., Seidel, T. & Prenzel, M. (2014). Professionelle Unterrichtswahrnehmung von Lehramtsstudierenden. Eine Scaling-up Studie des Observe-Projekts. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 46(4). 171 – 180.

  • Stürmer, K., Könings, K. D. & Seidel, T. (2014). Factors within University-based Teacher Education relating to Preservice Teachers’ Professional Vision. Vocations and Learning 8(1). 35-54. doi: 10.1007/s12186-014-9122-z

  • Seidel, T. & Stürmer, K. (2014). Modeling and Measuring the Structure of Professional Vision in Pre-Service Teachers. American Educational Research Journal 51(4). 739-771, doi: 10.3102/0002831214531321

  • Stürmer, K., Seidel, T. & Schäfer, S. (2013). Changes in professional vision in the context of practice. Preservice Teachers’ Professional Vision Changes Following Practical Experience: A Video-Based Approach in University-Based Teacher Education. Gruppendynamik & Organisationsberatung 44. 339-355. doi: 10.1007/s11612-013-0216-0

  • Stürmer, K., Könings, K. D. & Seidel, T. (2013). Declarative Knowledge and Professional Vision in Teacher Education: Effect of Courses in Teaching and Learning. British Journal of Educational Psychology 83. 467-483. doi: 10.1111/j.2044-8279.2012.02075.x

  • Gröschner, A. & Stürmer, K. (2013). Kompetenzentwicklung im Lehrerberuf. Eine Sammelrezension. Psychologie in Erziehung und Unterricht 60(3). 235-238.

  • Schäfer, S., Blomberg, G., Stürmer, K., & Seidel, T. (2012). Der Einsatz von Lerntagebüchern in der universitären Lehrerausbildung – Welchen Effekt haben strukturierende Leitfragen auf die Reflexionsfähigkeit von Lehramtsstudierenden? Empirische Pädagogik 26(2). 271-291.

  • Blomberg, G., Stürmer, K., & Seidel, T. (2011). How Pre‐Service Teachers Observe Teaching on Video: Effects of Viewers’ Teaching Subjects and the Subject of the Video. Teaching and Teacher Education 27 (7). 1-10. doi: 10.1016/j.tate.2011.04.008

  • Seidel, T., Stürmer, K., Blomberg, G., Kobarg, M., & Schwindt, K. (2011). Teacher learning from analysis of videotaped classroom situations: Does it make a difference whether teachers observe their own teaching or that of others?. Teaching and Teacher Education 27(2011). 259-267. doi: 10.1016/j.tate.2010.08.009

  • Jahn, G., Prenzel, M., Stürmer, K. & Seidel, T. (2011). Varianten einer computergestützten Erhebung von Lehrerkompetenzen: Untersuchungen zu Anwendungen der Tools Observer. Unterrichtswissenschaft 2 (2011) 39 Jg., 2. Vj.. 136-153.

Book Chapters/ Edited Books/ Conference Proceedings (Peer reviewed)

  • Gegenfurtner, A., Gruber, H., Holzberger, D., Keskin, Ö., Lehtinen, E., Seidel, T., Stürmer, K. & Säljö, R. (2023). Towards a Cognitive Theory of Visual Expertise: Methods of Inquiry. In C. Damşa, A. Rajala, G. Ritella, & J. Brouwer (Hrsg.), Re-theorizing learning and research methods in learning research. Routledge. doi: 10.4324/9781003205838-10
  • Stürmer, K. & Gröschner, A. (2022). Lehrerinnen und Lehrer. In M. Harring, C. Rohlfs & M. Gläser-Zikuda (Hrsg.), Handbuch Schulpädagogik. 2. Auflage (339-352). Waxmann.
  • Stürmer, K. (2022). Deutsch – Potenziale zur kognitiven Aktivierung: Eine generische Perspektive auf Unterrichtsqualität. In M. Syring, N. Beck, T. Bohl & B.Tesch (Hrsg.), Klasse 6b. Eine Unterrichtswoche. Bildungswissenschaftliche und fachdidaktische Analysen. Tübingen University Press.
  • Kron, S., Sommerhoff, D., Achtner, M., Stürmer, K., Wecker, C., Siebeck, M., Ufer, S. (2022). Simulation-based learning environments: Do they affect learners`relevant interests? Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, Vol. 3, p. 67-74. Alicante, PME.
  • Marczynski, B., Kaltefleiter, L., Siebeck, M., Wecker, C., Stürmer, K. & Ufer, S. (2022). Diagnosing 6th graders´understanding of decimal fractions. Fostering mathematics pre-service teachers’ diagnostic competences with simulated one-to-one interviews. In F. Fischer & A. Opitz (Hrsg.), Learning to diagnose with simulations examples from teacher education and medical education. Springer.
  • Kron, S., Sommerhoff, D., Achtner, M., Stürmer, K., Wecker, C., Siebeck, M., Ufer, S. (2021). The accuracy of pre-service teachers' diagnosis and its relation to professional knowledge. In: Inprasitha, M, Changsri, N., & Boonsena, N. (Eds.). Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, p. 159. Khon Kaen, PME.
  • Stürmer, K., Marczynski, B., Wecker, C., Siebeck, M., & Ufer, S. (2021). Praxisnahe Lerngelegenheiten in der Lehrerausbildung. Validierung der simulationsbasierten Lernumgebung DiMaL zur Förderung diagnostischer Kompetenz von angehenden Mathematiklehrpersonen. In N. Beck, T. Bohl & S. Meissner (Hrsg.), Vielfältig herausgefordert. Forschungs- und Entwicklungsfelder der Lehrerbildung auf dem Prüfstand. Diskurse und Ergebnisse der ersten Förderphase der Qualitätsoffensive Lehrerbildung an der Tübinger School of Education. Tübingen University Press.
  • Lachner, A., Backfisch, I., Stürmer, K., & Scheiter, K. (2021). Gelingensbedingungen beim Einsatz digitaler Medien im Unterricht - Kognitive und motivationale Voraussetzungen von Lehrpersonen. In N. Beck, T. Bohl & S. Meissner (Hrsg.), Vielfältig herausgefordert. Forschungs- und Entwicklungsfelder der Lehrerbildung auf dem Prüfstand. Diskurse und Ergebnisse der ersten Förderphase der Qualitätsoffensive Lehrerbildung an der Tübinger School of Education. Tübingen University Press.
  • Stürmer, K., Fütterer, T., Lachner, A., Fauth, B., & Scheiter, K. (2021). Besser als gedacht? Individuelle Voraussetzungen von Schüler/innen sowie Lehrpersonen zum Lehren und Lernen mit digitalen Medien im Unterricht im tabletBW-Projekt. In N. Beck, T. Bohl & S. Meissner (Hrsg.), Vielfältig herausgefordert. Forschungs- und Entwicklungsfelder der Lehrerbildung auf dem Prüfstand. Diskurse und Ergebnisse der ersten Förderphase der Qualitätsoffensive Lehrerbildung an der Tübinger School of Education. Tübingen University Press.
  • Lachner, A., Scheiter, K., & Stürmer, K. (2020). Digitalisierung und Lernen mit digitalen Medien als Gegenstand der Lehrerinnen- und Lehrerbildung. In C. Cramer, J. König, M. Rothland & S. Blömeke (Hrsg.), Handbuch Lehrerinnen- und Lehrerbildung (S. 67–75). Klinkhardt. https://doi.org/10.35468/hblb2020-007
  • Stürmer, K. & Fauth, B. (2019). Kognitive Aktivierung als zentrales Thema der empirischen Unterrichtsforschung. In A. Gawatz & K. Stürmer (Hrsg.) Kognitive Aktivierung im Unterricht – Befunde der Bildungsforschung und fachspezifische Zugänge. S. 8-25. Westermann. 
  • Gawatz, A. & Stürmer, K. (Hrsg.). (2019). Kognitive Aktivierung im Unterricht – Befunde der Bildungsforschung und fachspezifische Zugänge. Westermann. 
  • Schindler, A.-K.,Holzberger, D., Stürmer, K., Knogler, M. & Seidel, T. (2019). Soziale Interaktion und Kommunikation. In D. Urhahne, M. Dresel & F. Fischer (Hrsg.) Psychologie für den Lehrerberuf. doi: 10.1007/978-3-662-55754-9_21
  • Sümer, Ö., Goldberg, P., Stürmer, K., Seidel, T., Gerjets, P., Trautwein, U. & Kasneci, E. (2018). Teachers’ perception in the classroom. The IEEE Conference on Computer Vision and Pattern Recognition (CVPR) Workshops, 2018. Conference proceeding
  • Stürmer, K. & Gröschner, A. (2018). Lehrerinnen und Lehrer: Gestalter schulischer Bildungsprozesse. In M. Gläser-Zikuda, M. Harring & C. Rohlfs (Hrsg.), Handbuch Schulpädagogik. (328-340). Waxmann.
  • Stürmer, K. & Lachner, A. (2017). Unterrichten mit digitalen Medien. In K. Scheiter & T. Riecke-Baulecke (Hrsg.), Schule 4.0 (Schulmanagement-Handbuch, Bd. 164, S. 82-95. Oldenbourg. 
  • Stürmer, K. & Seidel, T. (2017). A Standardized Approach for Measuring Teachers’ Professional Vision: The Observer Research Tool. In: Schack, E.O., Fisher, M. & Wilhelm, J… . Teacher Noticing: A Hidden Skill of Teaching. Springer. 359-380. doi: 10.1007/978-3-319-46753-5_21
  • Stürmer, K. & Seidel, T. (2017). Connecting Generic Pedagogical Knowledge with Practice – Prospective Teachers’ Professional Vision. In: Guerrio, S. (Hrsg.) Padagogical Knowledge and the Chnaging Nature of the Teaching Profession, OECD Publishing. 137-149. http://dx.doi.org/10.1787/9789264270695-en
  • Seidel, T., Stürmer, K., Prenzel, M., Jahn, G., & Schäfer, S. (2017). Investiagting Preservice Teachers’ Professional Vision within University-based Teacher Education. In: Leutner, D., Fleischer, J., Grünkorn, J., Klieme E. (Hrsg.) Competence Assessment in Education: Research, Models and Instruments. Methodology of Educational Measurement and Assessment. Springer. 
  • Santagata, R. & Stürmer, K. (2014) (Eds). Video-enhanced teacher learning: New scenario for teacher development. Form@re - Open Journal per la Formazione in Rete www.fupress.net/index.php/formare/issue/current 11/2014; 14(2).
  • Seidel, T., Blomberg, G., Stürmer, K. (2010). OBSERVE - Validierung eines videobasierten Instruments zur Erfassung der professionellen Wahrnehmung von Unterricht. In: Klieme, E., D. Leutner, & M. Kenk (Eds.). Kompetenzmodellierung. Zwischenbilanz des DFG-Schwerpunktprogramms und Perspektiven des Forschungsansatzes. 56. Beiheft der Zeitschrift für Pädagogik, Weinheim u.a.: Beltz. 296-306. 
  • Stürmer, K., Seidel, T. & Blomberg, G. (2010). „Observe“ – Inhaltliche Validierung eines videogestützten Instruments zur Erfassung professioneller Wahrnehmung mittels „Laut-Denken“ Protokollen von Lehramtsstudierenden. In: Schwarz, B., Nenniger, P. & Jäger, R. S. (Hrsg.) Erziehungswissenschaftliche Forschung – nachhaltige Bildung. Beiträge zur 5. DGfE-Sektionstagung "Empirische Bildungsforschung"/AEPF-KBBB  im Frühjahr 2009. 170-177.
  • Seidel, T., Prenzel, M., Schwindt, K., Stümer, K., Blomberg, G., & Kobarg, M. (2009). LUV and Observe - Two projects using video to diagnose teachers´comptence. In: Janik, T. & Seidel, T. (Eds.). The power of video studies in investigating teaching and learning in the classroom. Münster: Waxmann. 
  • Schwindt, K., Seidel, T., Blomberg, G., Stürmer, K. (2009). Kontextualisierte Erfassung pädagogisch-psychologischer Kompetenz bei Studierenden des Lehramts – das Projekt OBSERVE. In: O. Zlatkin-Troitschanskaia, K. Beck, D. Sembill, R. Nickolaus, & R. Mulder (Eds.): Lehrprofessionalität. Bedingungen, Genese, Wirkungen und ihre Messung.Beltz Verlag Weinheim. 211-223.

Multimedia Tools

Observer Research Tool

Knowledge-based observing of teaching videos

Project Outline: The Observer Research Tool is an online tool that allows to professionally observe teaching. For that, it offers video clips about teaching that can be assessed into different categories. The individual assessments are then compared to those of experts. After working with the tool, one receives feedback on how well one’s own assessments correspond to the expert’s.

Access: The tool is freely available for those who are interested and can be worked on in a short or long version. Furthermore, you can choose to work with the tool in German or English language. The long version offers six video clips and one can practice assessing teaching in several scenes. The long version requires roughly 60 minutes, the short version contains three video clips and requires around 30 minutes.

If you would like to use the tool for one of your own courses (university, seminar, vocational and further training), you can register for a separate login for your course. We offer to send you your survey’s results in an anonymous form that is customized to your course. If you would like to register for a course login, please contact kathleen.stuermerspam prevention@uni-tuebingen.de.

Link: You may find further information about the Oberserver Research Tool here: http://www.uhsf.edu.tum.de/forschung/multimedia-tools/observer/

Management: Prof. Dr. Tina Seidel, Prof. Dr. Kathleen Stürmer

Reference: Seidel, T. & Stürmer, K. (2017). Observer - video-based tool to diagnose teachers’ professional vision. School of Education: Technical University of Munich, Germany.

Curriculum Vitae

Since 2017/09
Professor for Teaching and Learning Arrangements in Subject Didactics (W3)

University of Tübingen

2016/04 - 2017/08
Professor for Educational Effectiveness/Educational Trajectories (W2)

University of Tübingen

2012/04 - 2016/04
Senior Researcher at the Friedl Schöller-Endowed Chair for Teaching and Learning Research (Prof. Tina Seidel)

TUM School of Education, Technische Universität München

2008 - 2011
Doctorate, Dr. phil.

TUM School of Education, Technische Universität München

2002 - 2007
Master’s Degree Educational Science

Friedrich-Schiller-Universität Jena