LEAD Graduate School & Research Network

Verena Gindele, M.Sc.

Research Interest

Primarily, I am interested in the assessment of teacher competence, especially in the measurement of professional teacher knowledge. My main research goal is the development of a valid, reliable and economic instrument to assess pedagogical/ psychological knowledge. We are planning to integrate digital item formats such as videos or interactive items in order to realistically represent teaching situations and in order to tap not only declarative, but also procedural knowledge.

Furthermore, I am interested in the development of scientific knowledge in children. We are planning to develop a course which aims to enhance the understanding of the nature of science. It will be part of the curriculum for gifted and highly gifted children within the Hector Children's Academies.

The LEAD Graduate School & Research Network gives me the opportunity to profit from expertise in different fields, especially in the fields of knowledge acquisition and digital media use. Beyond that, LEAD offers the opportunity to get in contact with a wide variety of research fields, and it provides me with a well-structured environment during my dissertation.

Intersection 1: Learning Processes and Outcomes
LEAD supervisor: Prof. Dr. Ulrich Trautwein

Curriculum Vitae

Since April 2013 PhD candidate at the Hector Research Institute of Education Sciences and Psychology and associated member of the LEAD Graduate School & Research Network, University of Tuebingen
2012-2013 Student Assistant, Department of Psychological Assessment and Health Psychology, University of Konstanz
2010-2013 Study of Psychology, University of Konstanz (M.Sc.)
2008-2010 Student Assistant, Educational Psychology, University of Konstanz
2007-2010 Study of Psychology, University of Konstanz (B.Sc.)
2003-2007 Study of Life Science, University of Konstanz (B.Sc.)

Publications

  • Gindele, V., & Voss, T. (2017). Pädagogisch-psychologisches Wissen: Zusammenhänge mit Indikatoren des beruflichen Erfolgs angehender Lehrkräfte. Zeitschrift für Bildungsforschung, 7(3), 255-272. doi:10.1007/s35834-017-0192-5
  • Marx, C., Goeze, A., Voss, T., Hoehne, V., Klotz, V. K., & Schrader, J. (2017). Pädagogisch-psychologisches Wissen von Lehrkräften aus Schule und Erwachsenenbildung: Entwicklung und Erprobung eines Testinstruments. Zeitschrift für Erziehungswissenschaft, 20(Suppl 1), 165-200.
  • Voss, T., Goeze, A., Marx, C., Hoehne, V., Klotz, V., & Schrader, J. (2017). Using digital media to assess and promote school and adult education teacher competence. In J. Buder & F. W. Hesse (Eds.), Informational Environments - Effects of Use, Effective Designs (pp.125–148). New York: Springer.
  • Voss, T., Kunina-Habenicht, O., Hoehne, V., & Kunter, M. (2015). Stichwort Pädagogisches Wissen von Lehrkräften: Empirische Zugänge und Befunde. Zeitschrift für Erziehungswissenschaft, 18(2),187-223. doi:10.1007/s11618-015-0626-6
  • Voss, T., Kunter, M., Seiz, J., Hoehne, V., & Baumert, J. (2014). Die Bedeutung des pädagogisch-psychologischen Wissens von angehenden Lehrkräften für die Unterrichtsqualität. Zeitschrift für Pädagogik, 60(2), 184-201.

 

Conference Contributions

  • Hoehne, V. & Voss, T. (2017, September). Pädagogisch-psychologisches Wissen: Zusammenhänge mit Indikatoren des beruflichen Erfolgs angehender Lehrkräfte. Vortrag auf der Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Tübingen.
  • Hoehne, V., Voss, T., Trautwein, U. (2014, September). Can a short training program enhance pedagogical/psychological knowledge? - A randomised controlled trial with course instructors of an enrichment program for gifted children. Poster presented at the 9th Annual Conference Randomised Controlled Trials in the Social Sciences, York.
  • Hoehne, V., Voss, T., Zettler, I., Trautwein, U. (2014, März). Professionelle Kompetenz von Grundschullehrkräften: Zusammenhänge zum Schulkontext und die Bedeutung für die motivationale Entwicklung der Lernenden. Poster presented at the 2nd Congress of the Gesellschaft für Empirische Bildungsforschung (GEBF), Frankfurt.