Dr Helen Jossberger - Fakultät - Universität Regensburg

Main research areas

Professional development and expertise research
Self-regulated learning and motivation
Scaffolding and feedback in teaching and training settings
Simulation-based learning in training and continuing education
Evaluation of (professional) teaching and learning processes
Visual information processing in professional domains (eye tracking)

Helen Jossberger is Assistant Professor and habilitation candidate at the Chair of Educational Science. In her research, she investigates how (prospective) professionals from different professional domains develop complex skills in learning and working contexts. As a long-standing member of EARLI SIG 14 (Learning and Professional Development) and EARLI SIG 27 (Online Measures of Learning Processes), she actively shapes the international research community in the field of professional teaching and learning research. She is a co-applicant of the EARLI Centre for Excellence in Research (E-CER) (external link, opens in a new window) "Scaffolding in Simulations for Learning and Professional Development" (external link, opens in a new window). She is also Assistant Editor of the journal Educational Research Review. Helen Jossberger is responsible for the project coordination of the international double degree programme "Finnish-German Master Programme in Education (external link, opens in a new window)". As University Representative for the Equality of Women in Academia and the Arts at the Faculty of Human Sciences and liaison lecturer, she acts as an important contact person for staff and students.

Before Helen Jossberger continued her work at the Chair of Educational Science (Prof. Dr Stürmer), she worked for many years with Prof Dr Dr Dr hc Hans Gruber at the Chair. Helen Jossberger earned her Ph.D. from the Open University (Netherlands) on the topic of "Toward self-regulated learning in vocational education: Difficulties and opportunities" under the supervision of Prof Dr Saskia Brand-Gruwel, Prof Dr Margje van de Wiel and Prof Dr Els Boshuizen. She studied psychology at Maastricht University, specialising in cognitive and educational psychology.

Follow me

Central publications

Jossberger, H., Boshuizen, H. P. A., Gruber, H., & Krauss, S. (2025). Trends in expertise studies in the domain of teaching. ZDM - Mathematics Education, 57, 1223-1234. https://doi.org/10.1007/s11858-025-01745-5 (external link, opens in a new window)

Jossberger, H., Huovinen, E., Ritter, M., & Gruber, H. (2025). Conductors' views on individual practice activities. Psychology of Music, 53(3), 321-336. https://doi.org/10.1177/03057356241311817 (external link, opens in a new window)

Jossberger, H., Breckwoldt, J., & Gruber, H. (2022). Promoting Expertise Through Simulation (PETS): A conceptual framework. Learning & Instruction, 82, 101686. https://doi.org/10.1016/j.learninstruc.2022.101686 (external link, opens in a new window)

Jossberger, H., Brand-Gruwel, S., van de Wiel, M., & Boshuizen, H. P. A. (2020). Exploring students' self-regulated learning in vocational education. Vocations & Learning, 13, 131-158. https://doi.org/10.1007/s12186-019-09232-1 (external link, opens in a new window)

Van de Wiel, M., van den Bossche, P., Janssen, S., & Jossberger, H. (2011). Exploring deliberate practice in medicine: How do internists learn at work? Advances in Health Sciences Education,16(1), 81-95. https://doi.org/10.1007/s10459-010-9246-3 (external link, opens in a new window)

Jossberger, H., Brand-Gruwel, S., Boshuizen, H. P. A., & van de Wiel, M. (2010). The challenge of self-directed and self-regulated learning in vocational education: A theoretical analysis and synthesis of requirements. Journal of Vocational Education & Training, 62, 415-440. https://doi.org/10.1080/13636820.2010.523479 (external link, opens in a new window)

Articles

Taylor, A., Jossberger, H., & Gruber, H. (2026). Examining expertise differences in retail sales: A script-based analysis of customer interactions. Vocations & Learning, 19, 13. https://doi.org/10.1007/s12186-026-09393-w (external link, opens in a new window)

Schmidt, S., Jossberger, H., & Gruber, H. (2025). Collective and individual practice contexts: Goal setting, monitoring, and feedback in semi-professional and professional popular music bands. Learning in Context, 2(1-2), 100018. https://doi.org/10.1016/j.lecon.2025.100018 (external link, opens in a new window)

Jossberger, H., Boshuizen, H. P. A., Gruber, H., & Krauss, S. (2025). Trends in expertise studies in the domain of teaching. ZDM - Mathematics Education, 57, 1223-1234. https://doi.org/10.1007/s11858-025-01745-5 (external link, opens in a new window)

Schreder, S. A., Jossberger, H., & Gruber, H. (2025). Mountain rescuers' experiences with video-assisted and verbal debriefings: a qualitative study. Instructional Science, 53, 1759-1780. https://doi.org/10.1007/s11251-025-09716-9 (external link, opens in a new window)

Jossberger, H., Huovinen, E., Ritter, M., & Gruber, H. (2025). Conductors' views on individual practice activities. Psychology of Music, 53(3), 321-336. https://doi.org/10.1177/03057356241311817 (external link, opens in a new window)

Taylor, A., Jossberger, H., & Gruber, H. (2024). Purposeful practice as the key to superior sales performance: An exploratory analysis. Journal of Marketing Theory & Practice, 32(2), 174-190. https://doi.org/10.1080/10696679.2022.2159838 (external link, opens in a new window)

Jossberger, H., & Schlachtová, M. (2023). Specialists' views on feedback at the medical workplace. Australian Journal of Adult Learning, 63(3), 447-469. https://ajal.net.au/downloads/specialists-views-on-feedback-at-the-medical-workplace/ (external link, opens in a new window)

Stein, I., Jossberger, H., & Gruber, H. (2023). MAP3D: An explorative approach for automatic mapping of real-world eye-tracking data on a virtual 3D model. Journal of Eye Movement Research, 15(3), 8. https://doi.org/10.16910/jemr.15.3.8 (external link, opens in a new window)

Duchatelet, D., Jossberger, H., & Rausch, A. (2022). Assessment and evaluation of simulation-based learning in higher education and professional training: An introduction. Studies in Educational Evaluation, 75, 101210. https://doi.org/10.1016/j.stueduc.2022.101210 (external link, opens in a new window)

Hanus, S., Jossberger, H., & Gruber, H. (2022). Evaluation of mountain rescuers' (non-)technical skills during simulated resuscitation. Studies in Educational Evaluation, 72, 101122. https://doi.org/10.1016/j.stueduc.2021.101122 (external link, opens in a new window)

Jossberger, H., Breckwoldt, J., & Gruber, H. (2022). Promoting Expertise Through Simulation (PETS): A conceptual framework. Learning & Instruction, 82, 101686. https://doi.org/10.1016/j.learninstruc.2022.101686 (external link, opens in a new window)

Puppe, L., Jossberger, H., & Gruber, H. (2022). Learning environments and the role of feedback in sculpting lessons. Art, Design & Communication in Higher Education, 21(1), 85-98. https://doi.org/10.1386/adch_00048_1 (external link, opens in a new window)

Stein, I., Jossberger, H., & Gruber, H. (2022). Investigating visual expertise in sculpture: A methodological approach using eye tracking. Journal of Eye Movement Research, 15(2), 5. https://doi.org/10.16910/jemr.15.2.5 (external link, opens in a new window)

Jossberger, H., Scheumann, M. K. E., Gruber, H., Graf, B. M., & Zausig, Y. A. (2021). The effects of negative knowledge video training on medical students' non-technical skills in cardiopulmonary resuscitation. Contributions to Higher Education Research, 43(4), 130-147. https://www.bzh.bayern.de/en/archiv/artikelarchiv/artikeldetail/the-effects-of-negative-knowledge-video-training-on-medical-students-non-technical-skills-in-cardiopulmonary-resuscitation (external link, opens in a new window)

Puppe, L., Jossberger, H., & Gruber, H. (2021). Creation processes of professional artists and art students in sculpting. Empirical Studies of the Arts, 39(2), 171-193. https://doi.org/10.1177/0276237420942716 (external link, opens in a new window)

Jossberger, H., Brand-Gruwel, S., van de Wiel, M., & Boshuizen, H. P. A. (2020). Exploring students' self-regulated learning in vocational education. Vocations & Learning, 13, 131-158. https://doi.org/10.1007/s12186-019-09232-1 (external link, opens in a new window)

Jossberger, H., Franzen, T., & Gruber, H. (2020). Studying career-integrated programs without a high school diploma. Motivations, problems and support needs. Journal of Vocational Education, Supplement Connectivity and learner-integrated competence development in vocational education and training, Supplement 29, 139-162. https://doi.org/10.25162/9783515126885 (external link, opens in a new window)

Puppe, L., Jossberger, H., Stein, I., & Gruber, H. (2020). Professional development in visual arts. Vocations & Learning, 13, 389-417. https://doi.org/10.1007/s12186-020-09246-0 (external link, opens in a new window)

Jossberger, H., Brand-Gruwel, S., van de Wiel, M., & Boshuizen, H. P. A. (2018). Learning in workplace simulations in vocational education: A student perspective. Vocations & Learning, 11, 179-204 . https://doi/10.1007/s12186-017-9186-7 (external link, opens in a new window)

Jossberger, H., Brand-Gruwel, S., van de Wiel, M., & Boshuizen, H. P. A. (2015). Teachers' perceptions of teaching in workplace simulations in vocational education. Vocations & Learning, 8, 287-318. https://doi.org/10.1007/s12186-015-9137-0 (external link, opens in a new window)

Gold, K., Grothues, D., Jossberger, H., Gruber, H., Melter, M. (2014). Parents' perception of play-therapeutic interventions to improve coping strategies of liver-transplanted children: A qualitative research. International Journal of Play Therapy, 23(3), 146-160. https://doi.org/10.1037/a0037412 (external link, opens in a new window)

Van de Wiel, M., van den Bossche, P., Janssen, S., & Jossberger, H. (2011). Exploring deliberate practice in medicine: How do internists learn at work? Advances in Health Sciences Education, 16(1), 81-95. https://doi.org/10.1007/s10459-010-9246-3 (external link, opens in a new window)

Jossberger, H., Brand-Gruwel, S., Boshuizen, H. P. A., & van de Wiel, M. (2010). The challenge of self-directed and self-regulated learning in vocational education: A theoretical analysis and synthesis of requirements. Journal of Vocational Education & Training, 62, 415-440. https://doi.org/10.1080/13636820.2010.523479 (external link, opens in a new window)

Chapters/ Editorial works/ Science communication

Puppe, L., Jossberger, H., & Gruber, H. (2025). Perception and teaching in the visual arts. In A. Gegenfurtner, & R. Stahnke (Eds.), Teacher professional vision: Empirical perspectives (Vol. 2, pp. 184-198). Routledge. https://doi.org/10.4324/9781003370604-14 (external link, opens in a new window)

Jossberger, H. (2022, July 28). Good reasons for a learning diary. Lehrblick - CUAT University of Regensburg. lehrblick. de/gute-gruende-fuer-ein-lerntagebuch/ (external link, opens in a new window)

Jossberger, H. (2022). Eye tracking in professional learning and development: Uncovering expertise development among residents in radiology. In M. Goller, E. Kyndt, S. Paloniemi, & C. Damşa (Eds.), Methods for researching professional learning and development: Challenges, applications and empirical illustrations (pp. 467-489). Springer. https://doi.org/10.1007/978-3-031-08518-5 (external link, opens in a new window)

Jossberger, H., & Gruber, H. (2019). Professional learning. In M. A. Wirtz (Ed.), Dorsch - Dictionary of Psychology (19th ed.). Hogrefe.

Jossberger, H. (2018). Acquisition of knowledge, skills and competences. In J. Strohmer (Ed.), Psychological foundations for professionals in kindergarten, nursery and after-school care (pp. 319-324). Hogrefe. https://doi.org/10.1024/85717-000 (external link, opens in a new window)

Jossberger, H., & Gruber, H. (2017). Professional learning. In M. A. Wirtz (Ed.), Dorsch - Dictionary of Psychology (18th ed.). Hogrefe.

Puppe, L., Settele, C., Jossberger, H., Nürnberger, M., Langbein, L., Matthäus, L., Montez, L., Wagner, T., Eiglsperger, B., & Gruber, H. (2017). Design process, skill acquisition and perception in sculpture (TAP). In Rat für Kulturelle Bildung e. V. (Ed.), If. Then. Findings on the effects of cultural education (pp. 32-41). Council for Cultural Education e. V.

Settele, C., Puppe, L., Jossberger, H., Eiglsperger, B., & Gruber, H. (2017). The concept of artistic genius: Myth-making between biography and work. In S. Konietzko, S. Kuschel, & V.-I. Reinwand-Weiss (Eds.), From myths to insights? Empirical research in cultural education. Cultural Education 56 (pp. 127-138). Kopaed.

Gruber, H., & Jossberger, H. (2015). The path to performance excellence: From novice to expert. News & Science. Gifted education and giftedness research, 39(1), 38-41.

Jossberger, H. & Gruber, H. (2014). Professional learning. In M. A. Wirtz (Ed.), Dorsch - Dictionary of Psychology (17th ed.). Hans Huber.

Gruber, H., Hirschmann, M. & Jossberger, H. (2012). Knowledge transformation through experience. Mysterious forms of knowledge. In B. Eiglsperger, F. Pfab, G. Plaum, & J. Schmidt (Eds.), Transformation (pp. 27-30). Universitätsverlag Regensburg.

Gruber, H. & Jossberger, H. (2012). Development of expertise and high-performance in content-area learning. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (Vol. 2, pp. 953-956). Springer. https://doi.org/10.1007/978-1-4419-1428-6 (external link, opens in a new window)

Jossberger, H. (2011). Toward self-regulated learning in vocational education: Difficulties and opportunities. Doctoral thesis: Open Universiteit, The Netherlands.

Jossberger, H. (2011, September). Pittige taal van Helen Jossberger. Backstage, 3(11), 35.

Jossberger, H. (2011, June 29). Leerling moet zelfstandig leren, maar hoe? trouw. Retrieved from https://www.trouw.nl/home/leerling-moet-zelfstandig-leren-maar-hoe-~aed14af6/ (external link, opens in a new window)

Jossberger, H. (2011, June). Leraren (v)mbo moeten begeleiden in plaats van controleren, CELSTEC.

Jossberger, H. (2011, June). Vocational education must do more to facilitate students' independence, NWO.

Invited lectures

Jossberger, H. (2026, September). Stimulate and simulate: Making learning work. Invited Keynote Lecture, ^13th EARLI SIG 14 Learning and Professional Development Conference, Antwerp (Belgium).

Organiser and Chair of the E-CER invited symposium Scaffolding learning and professional development in simulations. ^21st European Conference for Research on Learning and Instruction (EARLI), Graz (Austria). (H. Jossberger)

Organiser and Chair of the Sig 14 invited symposium Potentials of simulations across professions.^18th European Conference for Research on Learning and Instruction (EARLI), Aachen (Germany). (H. Jossberger)

Jossberger, H. (2016, November). The right ingredients for professional development. Invited Keynote Lecture, Conference "Praxis als Lernort gestalten". Baden-Wuerttemberg Cooperative State University, Stuttgart, Germany.

Jossberger, H. (2014, November). Excellence: Striving is good, practising is better. Invited Keynote Lecture, Conference "Women in IP". Clariant, Frankfurt Höchst, Germany.