News

19/12/2024 Coming up

03/12/2024 Advent Get-Together

26/11/2024 New Publication

We are happy to announce a new publication by Linda Puppe, Helen Jossberger and Hans Gruber entitled "Perception and teaching in the visual arts". This chapter will be published in forthcoming book "Teacher Professional Vision: Empirical Perspectives" edited by Rebekka Stahnke and Andreas Gegenfurtner (https://doi.org/10.4324/9781003370604).

Abstract

Perception plays a central role in the visual arts in the higher education context. In this chapter, perception is looked at from the following three angles: (1) perceiving art, (2) developing perceptual skills, and (3) lecturers’ perceptual skills in teaching. Creating artwork is a challenging endeavour for art students at the beginning of their higher education journey. Learning to perceive details and translate what is perceived into two- or three-dimensional artworks is highly complex. The support of lecturers seems essential, as they must perceive and diagnose students’ problems to provide appropriate support to help students advance in their accomplishments. By observing a beginners’ course, an advanced course, and a tutorial in the artistic subdiscipline of sculpture at a university, the authors explored the perception- and skill-related problems faced by students, lecturer perception and feedback, and the contents and structure of the courses. The observations showed that perception differs between beginners and advanced visual arts students. Students needed lecturer feedback and content regarding form-finding to identify inconsistencies in their artworks and material properties.

11/11/2024 E-CER Meeting in Antwerp

In November, we held our second EARLI Center for Excellence in Research (E-CER) meeting in Antwerp discussing scaffolding in simulations. It was a productive meeting with exciting presentations of on-going research in different professional settings, lively discussions and interactive work sessions. The exchange helps to clarify problems and move research forward. Thanks for hosting us!

30/10/2024 New Publication

We are happy to announce a new publication by Barbara Hrabetz, Elisabeth Kraus and Hans Gruber entitled “Social identity in environmental protection engagement: How are different kinds of identity related to different types of engagement?” which has been published in the Journal of Applied Social Psychology.

You can find the open access article here: http://doi.org/10.1111/jasp.13072

Abstract

Social approaches can contribute to clarifying environmental issues. For instance, social identity theory can help to comprehend people's motivations for getting involved in environmental protection. However, the kind of social identity best suited for predicting environmental protection engagement remains unclear. This study examines different categories of social identity in relation to different types of environmental protection engagement. The predictive power of identification with environmentalists, as well as with politicized and non-politicized environmental groups, are considered separately. Furthermore, environmental protection engagement is divided into pro-environmental behavior and two different demanding forms of pro-environmental collective action—participatory environmental action and leadership environmental action. Data collected online from 985 respondents involved in environmental protection were analyzed using structural equation modeling. The results showed that while environmental group identification was not significantly related to any kind of environmental protection engagement, environmentalist identification emerged as a predictor of participatory environmental action, leadership environmental action and pro-environmental behavior. Moreover, these connections were stronger for participants belonging to a politicized environmental group than for those belonging to a non-politicized environmental group and those not belonging to any environmental group. These results support and extend previous findings on the role of social identity in pro-environmental collective action and pro-environmental behavior.

01/10/2024 Double Degree Coordination

We warmly welcome Johannes Kneidl as the new project assistant for the Double Degree coordination. The long and reliable partnership with the University of Turku allows students to gain valuable international experience. As project assistant Johannes will be in close contact with our Double Degree students and support the organisation so that everything runs smoothly. Looking forward to working together.

30/09/2024 Goodbye

Thanks a lot for your valuable support, Florian. We wish you all the best for your future career and hope to stay in touch. You are always most welcome to drop by!

16/09/2024 Start of Academic Year in Turku

End of August, our Double Degree students arrived safely at the University of Turku. Enrolled in the Finnish-German Master Programme in Education, they will study for next four months in Finland. Their stay is supported by a full DAAD scholarship. Enjoy this exciting experience and profit as much as you can!

24/08/2024 EARLI SIG 14 Conference in Jyväskylä

From 21-23 August 2024, the SIG 14 Learning and Professional Learning conference took place in Jyväskylä, Finland. The SIG 14 community consists of researchers with various backgrounds who study work and education as contexts for professional learning and development. This year the theme of the conference was "Learning On-the-Go: Understanding the Dynamics of Continuous Professional Development in a Tech-Driven World". Hans Gruber and Helen Jossberger contributed in different session formats. Many thanks to the organisers for making the conference such a valuable experience. If you are interested in the programme, please visit the homepage. 

16/08/2024 Goodbye

Richard Göllner represented the chair for the past two semesters. We thank him very much for this wonderful time and the opportunity to work together. All the best and let’s stay in touch!

28/06/2024 JURE Conference

In June, the 28th JURE Conference brought together junior researchers from across the globe to delve into the newest research from the field of educational research. This year, the event was held at the University of Sevilla, Faculty of Psychology. The central theme ‘Education and the Need for Dynamic Solutions: Shaping the Future of the Field’ set the stage for vibrant discussions. Barbara Hrabetz showcased her work entitled ‘Technology-Enhanced Learning and Instruction’ during a poster session focused on. Stefan Hanus was nominated for the best roundtable with his presentation entitled ‘Transfer from Simulation to Reality: A Novel Approach to Teach Airway Management in Mountain Rescue.’ Hans Gruber led an engaging workshop on ‘Publishing in Scholarly Journals’. For more details on the contributions, be sure to check the programme. We thank the organisers for a truly motivating and well-coordinated event!

16/04/2024 New Student Assistant

Verena Geudner

We welcome our new student assistant and wish her a good start in our team. Happy to have you on board!

15/04/2024 International Visit

We warmly welcome Prof. Els Boshuizen in Regensburg. Thanks to the funding “Internationalisation of Universities”, a programme of the Bavarian State Ministry of Science and the Arts, she will stay with us for six weeks. Great to have her here. She provides a course entitled “Teacher Expertise Development in Classroom Management; a Critical Analysis of the Literature on the Way to Creating a New Model” for teacher students and students enrolled in the study programme M.A. Educational Science tackling the problem of how to make students learn.

On Monday, April 29, she will give a lecture entitled "Toward a Time-Sensitive Model of Teacher Expertise Development". In her lecture, she will focus on classroom management and its time-related features as the condition to enable student learning. Then, she will show research about expertise development in this domain, theoretical conclusions based on that, and methods used. Some context-specific temporal elements that make performance difficult will be addressed. Teacher noticing studies will be critiqued for the absence of two important factors: expertise development and the temporal characteristics of the classroom situation. Eraut’s (1995) theory on Modes of Cognition will be used to relate temporal aspects of the classroom situation and required cognitive processes. Finally, she will explore implications for training and supporting beginning teachers.

Interested in this exciting talk? Then join us on Monday, April 29 at 4 pm in H8.

20/12/2023 New Publication

Happy to announce a new publication by Helen Jossberger and Miriama Schlachtová entitled "Specialists’ views on feedback at the medical workplace", which was published in the Australian Journal of Adult Learning. If you are interested in reading the article please find it here.

Abstract

The present study aimed to explore the role of feedback in the medical workplace in the domain of radiology. Feedback is considered essential for learning, performance, and professional development, as it helps to build knowledge and skills, to correct errors, and to provide safe and autonomous patient care. Fifteen specialists were interviewed about what role feedback played in their own professional development. Moreover, we enquired about how they interact with residents and how they provide feedback in their daily work. Content analysis was used to categorise participants’ answers. Results show that specialists see feedback as an omnipresent phenomenon at the workplace and perceive it as central to training. Feedback is usually provided face-to-face to reinforce and transfer knowledge, improve domain-specific knowledge, reduce mistakes, improve the outcome for the patient, change behaviour patterns, or increase social skills. Although feedback at the workplace was considered important for professional development, physicians stressed that there is often not enough time to discuss performance and possibilities for performance improvements. Forming tandems between less and more experienced physicians, so that learning becomes more embedded in medical practice and work activities might be a facilitating condition at the workplace.