Prof Dr Kathleen Stürmer

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. doi. org/10.1007/s10212-024-00837-2 (external link, opens in a new window)

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 (external link, opens in a new window)

Goldberg, P., Wagner, W., Seidel, T., & Stürmer, K. (2023). Why do students exhibit different attention-related behaviour during instruction? Investigating effects of individual and context-dependent determinants. Learning & Instruction, 83, 101694. doi. org/10.1016/j.learninstruc.2022.101694 (external link, opens in a new window)

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. https://doi.org/10.1016/j.cedpsych.2022.102042 (external link, opens in a new window)

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. https://doi.org/10.1016/j.compedu.2021.104159 (external link, opens in a new window)

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, 166, 104147. https://doi.org/10.1016/j.compedu.2021.104147 (external link, opens in a new window)

Goldberg, P., Schwerter, J., Seidel, T., Müller, K., & Stürmer, K. (2021). How does learners' behaviour attract preservice teachers' attention during teaching? Teaching & Teacher Education, 97, 103213. https://doi.org/10.1016/j.tate.2020.103213 (external link, opens in a new window)

Seidel, T., Schnitzler, K., Kosel, C., Stürmer, K., & Holzberger, D. (2020). Student characteristics in the eyes of teachers: Teacher judgment accuracy, observed behavioural cues, and teacher gaze. Educational Psychology Review, 33, 69-89. https://doi.org/10.1007/s10648-020-09532-2 (external link, opens in a new window)

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. https://doi.org/10.1007/s10648-019-09514-z (external link, opens in a new window)

Lachner, A., Backfisch, I., & Stürmer, K. (2019). A test-based approach of modelling and measuring technological pedagogical knowledge. Computers & Education, 142, 103645. https://doi.org/10.1016/j.compedu.2019.103645 (external link, opens in a new window)

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. https://doi.org/10.1007/s11618-017-0731-9 (external link, opens in a new window)

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 programme. Instructional Science, 44(3), 293-309. https://doi.org/10.1007/s11251-016-9373-1 (external link, opens in a new window)

Seidel, T., Stürmer, K., Schäfer, S., & Jahn, G. (2015). How preservice teachers perform in teaching events regarding generic teaching and learning components. In: Educational Psychological Competencies of Teachers. Journal of Developmental and Educational Psychology, 47(2), 84-96.doi. org/10.1026/0049-8637/a000125 (external link, opens in a new window)

Seidel, T., & Stürmer, K. (2014). Modelling and measuring the structure of professional vision in pre-service teachers. American Educational Research Journal 51(4), 739-771. https://doi.org/10.3102/0002831214531321 (external link, opens in a new window)

Stürmer, K., Könings, K. D., & Seidel, T. (2013). Declarative knowledge and professional vision in teacher education: Effect of courses in teaching and tearning. British Journal of Educational Psychology, 83, 467-483. https://doi.org/10.1111/j.2044-8279.2012.02075.x (external link, opens in a new window)

Fütterer, T., Goldberg, P., Bühler, B., Sikimić, V., Trautwein, U., Gerjets, P., Stürmer, K., & Kasneci, E. (2025). Artificial intelligence in classroom management: A systematic review on educational purposes, technical implementations, and ethical considerations. Computers and Education: Artificial Intelligence, 100483. doi. org/10.1016/j.caeai.2025.100483 (external link, opens in a new window)

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. doi. org/10.1080/02619768.2024.2370891 (external link, opens in a new window)

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. doi. org/10.1007/s10212-024-00837-2 (external link, opens in a new window)

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 (external link, opens in a new window)

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. doi. org/10.1016/j.compedu.2023.104788 (external link, opens in a new window)

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, 100152. doi. org/10.1016/j.caeo.2023.100152 (external link, opens in a new window)

Goldberg, P., Wagner, W., Seidel, T., & Stürmer, K. (2023). Why do students exhibit different attention-related behaviour during instruction? Investigating effects of individual and context-dependent determinants. Learning & Instruction, 83, 101694. doi. org/10.1016/j.learninstruc.2022.101694 (external link, opens in a new window)

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. doi. org/10.1016/j.compedu.2023.104756 (external link, opens in a new window)

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. https://doi.org/10.1016/j.cedpsych.2022.102042 (external link, opens in a new window)

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), 135-172. https://doi:org/10.1007/s13138-022-00200-2

Fütterer, T., Hoch, E., Stürmer, K., Lachner, A., Fischer, C., & Scheiter, K. (2021). What moves teachers during school closures? - An analysis of communication in the Twitter teachers' room about opportunities and challenges of digital teaching. Journal of Education, 24(2).443–477. https://doi.org/10.1007/s11618-021-01013-8 (external link, opens in a new window)

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. org/10.1016/j.compedu.2021.104159 (external link, opens in a new window)

Goldberg, P., Schwerter, J., Seidel, T., Müller, K., & Stürmer, K. (2021). How does learners' behaviour attract preservice teachers' attention during teaching? Teaching & Teacher Education, 97, 103213. https://doi.org/10.1016/j.tate.2020.103213 (external link, opens in a new window)

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, 166, 104147. https://doi.org/10.1016/j.compedu.2021.104147 (external link, opens in a new window)

Hammer, M., Scheiter, K., & Stürmer, K. (2021). New technology, new role of parents: How parents' beliefs and behaviour affect students' digital media self-efficacy. Computers in Human Behavior, 116, 106642. https://doi.org/10.1016/j.chb.2020.106642 (external link, opens in a new window)

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. org/10.1007/s10212-020-00471-8 (external link, opens in a new window)

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, 42(3), 350-371. doi. org/10.1080/09500693.2019.1710875 (external link, opens in a new window)

Seidel, T., Schnitzler, K., Kosel, C., Stürmer, K., & Holzberger, D. (2020). Student characteristics in the eyes of teachers: Teacher judgment accuracy, observed behavioural cues, and teacher gaze. Educational Psychology Review, 33, 69-89. doi. org/10.1007/s10648-020-09532-2 (external link, opens in a new window)

Ayaita, A., & Stürmer, K. (2019). Risk aversion and the teaching profession: An analysis including forms of risk aversion, different control groups, selection and socialisation effects. Education Economics, 28(1). 4–25. doi. org/10.1080/09645292.2019.1675592 (external link, opens in a new window)

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, 33, 27-49. doi. org/10.1007/s10648-019-09514-z (external link, opens in a new window)

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), 1-24. doi. org/10.14786/flr.v7i4.384 (external link, opens in a new window)

Lachner, A., Backfisch, I., & Stürmer, K. (2019). A test-based approach of modelling and measuring technological pedagogical knowledge. Computers & Education, 142, 103645. doi. org/10.1016/j.compedu.2019.103645 (external link, opens in a new window)

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 & Learning, 6(2). doi. org/10.1007/s12186-018-9211-5 (external link, opens in a new window)

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

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). Systematising professional knowledge of medical doctors and teachers: Development of an interdisciplinary framework in the context of diagnostic competences. Education Sciences, 8(4), 207. https://doi.org/10.3390/educsci8040207 (external link, opens in a new window)

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. https://doi.org/10.1007/s11618-017-0731-9 (external link, opens in a new window)

Krammer K., Hugener I., Biaggi S., Frommelt M., & Stürmer K. (2016). Videos in the training of teachers: Promoting the professional competence of (prospective) teachers through video-based learning opportunities. Unterrichtswissenschaft, 44(4).357–372. doi. org/10.3262/UW1604357 (external link, opens in a new window)

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 programme. Instructional Science, 44(3). 293–309. doi. org/10.1007/s11251-016-9373-1 (external link, opens in a new window)

Seidel, T., Stürmer, K., Schäfer, S., & Jahn, G. (2015). How preservice teachers perform in teaching events regarding generic teaching and learning components. In: Pedagogical psychological competences of teachers. Journal of Developmental Psychology and Educational Psychology, 47(2).84–96. https://doi.org/10.1026/0049-8637/a000125 (external link, opens in a new window)

Stürmer, K., & Seidel, T. (2015). Assessing professional vision in teacher candidates-approaches to validate the observer extended research tool. Journal of Psychology, 223(1), 54-63. https://doi.org/10.1027/2151-2604/a000200 (external link, opens in a new window)

Stürmer, K., Seidel, T., & Kunina-Habenicht, O. (2015). Knowledge-based observation of teaching - differences and explanatory factors in trainee teachers at career entry. Journal of Pedagogy, 61(3).345–360. https://doi.org/22201503345 (external link, opens in a new window)

Jahn, G., Stürmer, K., Seidel, T., & Prenzel, M. (2014). Professional teaching perceptions of student teachers. A scaling-up study of the Observe project. Journal of Developmental Psychology and Educational Psychology, 46(4), 171-180.

Seidel, T., & Stürmer, K. (2014). Modelling and measuring the structure of professional vision in pre-service teachers. American Educational Research Journal, 51(4).739–771. doi. org/10.3102/0002831214531321 (external link, opens in a new window)

Stürmer, K., Könings, K. D., & Seidel, T. (2014). Factors within university-based teacher education relating to preservice teachers' professional vision. Vocations & Learning, 8(1). 35–54. doi.org/10.1007/s12186-014-9122-z

Gröschner, A., & Stürmer, K. (2013). Competence development in the teaching profession. A collective review. Psychology in Education and Teaching, 60(3). 235-238.

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. https://doi.org/10.1111/j.2044-8279.2012.02075.x (external link, opens in a new window)

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. org/10.1007/s11612-013-0216-0 (external link, opens in a new window)

Schäfer, S., Blomberg, G., Stürmer, K., & Seidel, T. (2012). The use of learning diaries in university teacher training - What effect do structuring guiding questions have on student teachers' ability to reflect? Empirical Pedagogy, 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. org/10.1016/j.tate.2011.04.008 (external link, opens in a new window)

Jahn, G., Prenzel, M., Stürmer, K., & Seidel, T. (2011). Variants of a computer-based survey of teacher competences: Investigations on applications of the Observer tools. Teaching Science, 2, 136-153.

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 & Teacher Education, 27, 259-267. doi. org/10.1016/j.tate.2010.08.009 (external link, opens in a new window)

Fütterer, T., Stürmer, K., & Göllner, R. (2024). Assessing teachers' noticing from written reflections. In M. Blikstad-Balas & I. Staal Jenset (Eds.), Improving teaching practices: How can we use videos to foster professional learning and classroom change? Routledge. doi. org/10.4324/9781003427414-12 (external link, opens in a new window)

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 (Eds.), Re-theorising learning and research methods in learning research. Routledge. doi. org/10.4324/9781003205838-10 (external link, opens in a new window)

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, pp.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 (Eds.), Learning to diagnose with simulations examples from teacher education and medical education. Springer.

Stürmer, K. (2022). German - Potentials for cognitive activation: A generic perspective on teaching quality. In M. Syring, N. Beck, T. Bohl & B. Tesch (Eds.), Class 6b. A week of teaching. Educational sciences and didactics analyses. Tübingen University Press.

Stürmer, K. & Gröschner, A. (2022). Female and male teachers. In M. Harring, C. Rohlfs, & M. Gläser-Zikuda (Eds.), Handbook of school education. 2. Edition (pp. 339-352). Waxmann.

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 M. Inprasitha, N. Changsri, & N. Boonsena (Eds.), Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, p. 159. Khon Kaen, PME.

Lachner, A., Backfisch, I., Stürmer, K., & Scheiter, K. (2021). Successful conditions for the use of digital media in the classroom - Cognitive and motivational requirements of teachers. In N. Beck, T. Bohl, & S. Meissner (Eds.), Diversely challenged. Research and development fields of teacher education put to the test. Discourses and Results of the First Funding Phase of the Teacher Education Quality Initiative at the Tübingen School of Education, Tübingen University Press.

Stürmer, K., Fütterer, T., Lachner, A., Fauth, B., & Scheiter, K. (2021). Better than expected? Individual requirements of pupils and teachers for teaching and learning with digital media in the classroom in the tabletBW project. In N. Beck, T. Bohl, & S. Meissner (Eds.), Diversely challenged. Research and development fields of teacher education put to the test. Discourses and results of the first funding phase of the Quality Offensive Teacher Education at the Tübingen School of Education. Tübingen University Press.

Stürmer, K., Marczynski, B., Wecker, C., Siebeck, M., & Ufer, S. (2021). Practical learning opportunities in teacher education. Validation of the simulation-based learning environment DiMaL to promote diagnostic competence of prospective maths teachers. In N. Beck, T. Bohl, & S. Meissner (Eds.), Diversely challenged. Research and development fields of teacher education put to the test. Discourses and results of the first funding phase of the Quality Offensive Teacher Education at the Tübingen School of Education. Tübingen University Press.

Lachner, A., Scheiter, K., & Stürmer, K. (2020). Digitalisation and learning with digital media as a subject of teacher education. In C. Cramer, J. König, M. Rothland, & S. Blömeke (Eds.), Handbook of teacher education (pp. 67-75). Klinkhardt. https://doi.org/10.35468/hblb2020-007 (external link, opens in a new window)

Gawatz, A., & Stürmer, K. (Eds.). (2019). Cognitive activation in the classroom - Findings from educational research and subject-specific approaches. Westermann.

Schindler, A.-K., Holzberger, D., Stürmer, K., Knogler, M., & Seidel, T. (2019). Social interaction and communication. In D. Urhahne, M. Dresel, & F. Fischer (Eds.) Psychology for the teaching profession. https://doi.org/10.1007/978-3-662-55754-9_21 (external link, opens in a new window)

Stürmer, K., & Fauth, B. (2019). Cognitive activation as a central topic of empirical classroom research. In A. Gawatz, & K. Stürmer (Eds.) Cognitive activation in the classroom - Findings from educational research and subject-specific approaches. pp. 8-25. Westermann.

Stürmer, K., & Gröschner, A. (2018). Teachers: Shapers of educational processes at school. In M. Gläser-Zikuda, M. Harring, & C. Rohlfs (Eds.), Handbook of school education. (pp. 328-340). 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 paper)

Seidel, T., Stürmer, K., Prenzel, M., Jahn, G., & Schäfer, S. (2017). Investigating preservice teachers' professional vision within university-based teacher education. In D. Leutner, J. Fleischer, J. Grünkorn, & E. Klieme (Eds.), Competence Assessment in Education: Research, Models and Instruments. Methodology of Educational Measurement and Assessment. Springer.

Stürmer, K., & Lachner, A. (2017). Teaching with digital media. In K. Scheiter, & T. Riecke-Baulecke (Eds.), School 4.0 School Management Handbook, vol. 164, pp. 82-95. Oldenbourg.

Stürmer, K., & Seidel, T. (2017). A standardised approach for measuring teachers' professional vision: The observer research tool. In E. O. Schack, M. Fisher, & J. Wilhelm... , Teacher noticing: A hidden skill of teaching (pp. 359-380). Springer. doi.org/10.1007/978-3-319-46753-5_21 (external link, opens in a new window)

Stürmer, K., & Seidel, T. (2017). Connecting generic pedagogical knowledge with practice - prospective teachers' professional vision. In S. Guerrio (Ed.), Pedagogical knowledge and the changing nature of the teaching profession, OECD Publishing (pp.137-149). http://dx.doi.org/10.1787/9789264270695-en (external link, opens in a new window)

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,14(2).

Seidel, T., Blomberg, G., & Stürmer, K. (2010). OBSERVE - Validation of a video-based instrument to assess professional perceptions of teaching. In E. Klieme, D. Leutner, & M. Kenk (Eds.), Competence modelling. Interim assessment of the DFG priority programme and perspectives of the research approach. Journal of Pedagogy, Supplement 56, 296-306.

Stürmer, K., Seidel, T., & Blomberg, G. (2010). "Observe" - Content validation of a video-based instrument for recording professional perception using "thinking aloud" protocols of student teachers. In B. Schwarz, P. Nenniger, & R. S. Jäger (Eds.), Education research - sustainable education (pp. 170-177). Contributions to the 5th DGfE section conference "Empirical educational research"/AEPF-KBBB in spring 2009.

Schwindt, K., Seidel, T., Blomberg, G., & Stürmer, K. (2009). Contextualised assessment of pedagogical-psychological competence in teaching students - the OBSERVE project. In O. Zlatkin-Troitschanskaia, K. Beck, D. Sembill, R. Nickolaus, & R. Mulder (Eds.), Teaching professionalism. Conditions, genesis, effects and their measurement. Beltz. 211-223.

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 T. Janik & T. Seidel (Eds.), The power of video studies in investigating teaching and learning in the classroom. Waxmann.