Prof. Dr. Kathleen Stürmer

Since 2017, Prof. Dr. Kathleen Stürmer holds the chair “Teaching and Learning Arrangements in Core School Subjects“, which is located both at the Hector Research Institute and the Tübingen School of Education (TüSE). The position is funded until 2019 by the "Quality Initiative for Teacher Education" of the federal ministry of education and research. The research interest of Kathleen Stürmer lies in linking teaching effectiveness research with research in teacher education and professional development, which is expressed in a series of research projects, funded for example by the German Research Foundation (DFG). As head of the steering board, she coordinates the research network between the Hector Research Institute and the Leibniz-Institut für Wissensmedien investigating the effective use of tablet computers in schools. In addition, she is one of the principle investigators of the DFG research unit Cosima (Fostering diagnostic competencies in simulation-based learning environments at university, FOR 2385).

Kathleen Stürmer is the author of numerous articles and book chapters on the topic of conceptualization and fostering practice-oriented competence development in teacher education. Research focuses are the investigation of effective student-teacher interactions in the classroom by using reactive methods for data gathering such as eye tracking, as well as the identification of effective teaching and learning settings that use digital media. Moreover, she investigates how media- and simulation-based representation of effective teaching can be used in supporting professional knowledge acquisition in teacher training. She also studies how these representations could be used for teacher training at university to promote the conversion of professional knowledge into teaching-oriented acting.

Kathleen Stürmer studied science of education at the University of Jena. She did her doctor’s degree in 2008 at the School of Education at the Technical University of Munich on the topic of assessing professional vision in the context of academic teacher training. There, she continued to develop her research focuses on designing evidence-based teacher training. Furthermore, as executive director, she helped to develop the graduate center of the TUM School of Education to promote junior researchers from 2011 until 2014. In April 2016, she also worked as a guest researcher at the Stanford University of Education. In April 2016, she accepted the offer by the Hector Research Institute at the University of Tübingen for the W2 chair of Educational Effectiveness/Educational Trajectories.

Publications

Selected Publications

  • 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. (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, Paris. 137-149. dx.doi.org/10.1787/9789264270695-en
  • 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

Google Scholar

Publications

2019

  • 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

2018

  • Stürmer, K. & Gröschner, A. (2018). Lehrerinnen und Lehrer: Gestalter schulischer Bildungsprozesse. In M. Gläser-Zikuda, M. Harring & C. Rohlfs (Hrsg.), Handbuch Schulpädagogik. S. 328-340. Münster: Waxmann.
  • 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
  • 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), xxx-xxx.
  • Alles, A., 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

2017

  • 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. & Lachner, A. (2017). Unterrichten mit digitalen Medien. In K. Scheiter & T. Riecke-Baulecke (Hrsg.), Schule 4.0 (Schulmanagement-Handbuch, Bd. 164, S. 82 95). München: 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, Paris. 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.

2016

  • 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

2015

  • 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

2014

  • 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
  • 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).

2013

  • 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.

2012

  • 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.

2011

  • 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.

2010

  • 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.

2009

  • 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.

Tools

  • Seidel, T., & Stürmer, K. (2012). Observer Extented Version - video-based tool to diagnose teachers’ professional vision. School of Education: Technische Universität München, Deutschland.
  • Seidel, T., Blomberg, G., & Stürmer, K. (2010). Observer - video-based tool to diagnose teachers’ professional vision. School of Education: Technische Universität München, Deutschland.
  • Seidel, T., Schwindt, K., Stürmer, K., Blomberg, G. (2008). Observer – video-based tool to diagnose teachers’ professional vision. Friedrich-Schiller Universität Jena, Deutschland.

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

2013/09 - 2013/12
Scholarship Graduate School of Education (Prof. Dr. Pam Grossman)

Stanford University, CA (USA)

2011/09 - 2014/09
Executive Director: Graduate Center of the TUM School of Education

München

2010/07 - 2010/08
Scholarship Maastricht University (Prof. Dr. Karen Könings)

Netherlands

2008 - 2011
Doctorate, Dr. phil.

TUM School of Education, Technische Universität München

2002 - 2007
Master’s Degree Educational Science

Friedrich-Schiller-Universität Jena

2005/10 - 2006/01
Intern at the Max Planck Institute for Human Development

Berlin