Günter Renner

Dr. Günter Renner, Akad. ORat

Department Pädagogik
Institut für Grundschulforschung

Raum: Raum 2.016
Regensburger Straße 160
90478 Nürnberg

Sprechzeiten

Sprechzeiten / Consultation Hours Dienstag, 9:30 - 10:30, Sprechstunde über Zoom oder in Raum 2.016, Anmeldung hier https://www.studon.fau.de/studon/login.php?target=book_3718895&cmd=force_login&lang=de / Tuesday, 9:30-10:30, consultation hours in Zoom or in room 2.016, registration here https://www.studon.fau.de/studon/login.php?target=book_3718895&cmd=force_login&lang=de

 

Intelligence plus character – that is the goal of true education.“

(Martin Luther King, Jr.)

 

Curriculum vitae

Personal details

Born in 1965
Married, two children
Since 2012: senior lecturer at the Institute of Primary Education Research at the Friedrich-Alexander-Universität Erlangen-Nürnberg / Germany

Doctoral thesis

Title: Das Selbstkonzept sozialer Integration bei Kindern in der Jahrgangsgemischten Eingangsstufe (The personal concept of integration among children in mixed age group classes in the first year of primary education)

  • September 2002 – July 2004: developed methods, conducted preliminary and main research
  • August 2004 – June 2008: evaluated data and completed research project 
  • June 2008: awarded doctoral degree (Dr. phil.) with the grade ‚magna cum laude‘
 

University education and professional experience

Augustana Hochschule Neuendettelsau: Protestant theology, completed first stage of university study
Martin Luther Seminary and Senior Flierl Seminary in Papua New Guinea: Protestant theology
Friedrich-Alexander-Universität Erlangen-Nürnberg: Protestant theology and teaching primary education (Lehramt Grundschule)

 

First State Examination for teaching primary education (Lehramt Grundschule)
Trainee primary school teacher (district of Aichach-Friedberg)
Second State Examination for teaching primary education (Lehramt Grundschule)
Among top 5 percent of graduates

 

Teacher at Goroka International School in Papua New Guinea
Teacher at primary schools in Bavaria (districts of Lindau and Ansbach)

 

Research assistant at the Institute of Primary Education Research (chair: Prof. Dr. Paul Helbig)
Akademischer Rat (lecturer) at the Institute of Primary Education Research (chair: Prof. Dr. Sabine Martschinke)
Since September 2012: Akademischer Oberrat (senior lecturer) at the Institute of Primary Education Research (chair: Prof. Dr. Sabine Martschinke)

 

School education

Primary school, secondary school: Hauptschule (qualification: Qualifizierender Hauptschulabschluss)
Realschule (qualification: Mittlere Reife)
Gymnasium (qualification: Allgemeine Hochschulreife)
One year abroad in Scotland

Key aspects

Research & Teaching:

  • Internationalisation of teacher education
  • Intercultural awareness in teacher education
  • E-learning in teacher education
  • Virtual Mobility in teacher education
  • Online facilitated dialogue in teacher education
  • All areas of primary education and teaching methodology including supervision of students during teaching placements

Projects

  • Teaching and Learning in Primary Education in International Comparison - Development and Evaluation of a Virtual Exchange Course
    (International web-based collaboration between students at the University of Erlangen-Nürnberg / Germany and students at the University of Latvia / Latvia)

    (Projekt aus Eigenmitteln)

    During the Virtual Exchange on “Teaching and Learning in Primary Education in International Comparison” students at the University of Erlangen-Nürnberg / Germany and students at the University of Latvia collaborate on various topics.

    The course provides an overview of primary education in an international comparison. In addition to the education systems, students will investigate the basics of teaching and learning as well as assessment at primary schools.

    Focus is placed on online collaboration in small groups of usually 6 students (3 from Germany and 3 of Latvia); students tackle tasks together and their country-specific perspective is considered during discussions. They will work on assignments, gaining experiences from working in an international team while reflecting on similarities and differences within the education systems.

     The course is hosted on MS Teams and students have synchronous and asynchronous means of communication available to them.

    The project offers the opportunity to gain international experience through virtual exchange, thereby enhancing intercultural, digital-pedagogical, and linguistic competences (The Evaluate Group 2019, pp. 25–62).

    Not only should this course strengthen collaboration but also build a bridge for physical mobility.​

  • International Orientation of Primary Education

    (Projekt aus Eigenmitteln)

    Laufzeit: seit 1. Oktober 2019

    The project "International Orientation of Primary Education" pursues the goal of strengthening international and intercultural aspects in research and teaching of primary education.

    To achieve this goal, an overall concept is implemented that focuses on internationalisation in research and in teaching for lecturers and students. This concept realises various elements that are receiving attention in the current discussion on the internationalisation of teacher education. In addition to the traditional components of mobility (study visits and internships abroad), internationalisation at home (integration of international and intercultural aspects into curricula, courses in English, virtual formats) is increasingly coming into focus (HRK 2018, p. 3).

  • E-Learning: Primary Education in International Comparison - Development and evaluation of a virtual course on 'Primary Education in International Comparison' in English

    (Drittmittelfinanzierte Einzelförderung)

    Laufzeit: 1. März 2017 - 31. März 2021
    Mittelgeber: Virtuelle Hochschule Bayern

    With the introduction of virtual courses, a form of teaching has been developed over the past few years which also allows studying methods to be extended flexibly and offer students a way of working according to their individual learning styles.

    The objective of this project is to develop a virtual course on “Primary Education in International Comparison” on the StudOn (ILIAS) learning platform. This work will draw on many different aspects relevant to media education which will add value to the courses offered online. Every effort will be made to incorporate engaging content to motivate learning and sociocommunicative elements – such as animations and forums. An important component of the virtual course will be an option for students to gain feedback during the online seminar. This will be implemented with self-testing tasks and professional supervision through e-tutors.  Online seminars enable students to study wherever and whenever they need to and teaches important media skills.

    The course will initially show the most important developments in the internationalisation of education. It will also address key questions surrounding the tasks and functions of primary schools and primary school teacher training in international comparison. A further part of the course will describe selected education systems in Europe. This section will focus particularly on primary schools and primary school teacher training.  Each description will be accompanied by information on the historical and cultural context of each country.

    Several international partner universities will contribute to the development of the course. In addition to German students, the course is also aimed at English-speaking students who are studying in Germany or at a partner university in their country. This will enable networking and collaboration between students and teachers from different countries.

    In this vein, the course not only covers internationalisation but will also directly allow students and lecturers to collaborate and share experiences beyond national boundaries.

    A course demonstration will be available at: www.vhb.org

    Project schedule

    March 2016–February 2017: Phase 1: Course development

    March 2017–February 2018: Phase 2: Interim evaluation and revision

    From March 2019: Phase 3: Final evaluation

  • Digital Campus

    (Drittmittelfinanzierte Gruppenförderung – Gesamtprojekt)

    Laufzeit: 1. Januar 2017 - 31. Dezember 2021
    Mittelgeber: Bundesministerien, Bayerisches Staatsministerium für Bildung und Kultus, Wissenschaft und Kunst (ab 10/2013)
    URL: http://www.uni-regensburg.de/projekte/digitaler-campus/index.html

    The increasing digitalisation of all areas of life also necessitates the digitalisation of educational systems. Digital media offer numerous opportunities. The “Digital Campus” project aims to promote digital literacy skills among trainee teachers in primary schools. The starting point is the idea that skills among students, in particular, can be achieved if the skills are available among their teachers. This in turn requires lecturers involved in teacher training to have these skills available.

    In the course of the “IT Skills” certificate attained by students, general competencies in the professional use of media as well as media-didactic and media-related skills are fostered. Focus is placed on media-related professional knowledge, reflection, and criticism of existing media learning environments, as well as on the ability to individually shape learning environments. The UR (University of Regensburg) classes strive to ascertain whether this affects pupils. 

    Project partners Inter-university cooperation
    University of Regensburg:

    Project leadership: Dr Michael Haider, Professorship for Primary School Pedagogy and Didactics

    Prof. Dr Astrid Rank, Professorship for Primary School Pedagogy and Didactics

    Alexandra Pöferlein, Professorship for Primary School Pedagogy and Didactics

    Prof. Dr Petra Kirchhoff, Professor of English Teaching Methodology

    Prof. Dr Anita Schlicher, Professorship for German Language and Literature Didactics

    Johannes Wild, Professorship for German Language and Literature Didactics

    Prof. Dr Stefan Krauss, Professorship for Mathematics Didactics 

    Andreas Eberl, Professorship for Mathematics Didactics 

    Prof. Dr Silke Schworm, Professor of Education (Focus: “Learning with visual media”), UR (University of Regensburg) classes

    Stefan Prock, Project Coordinator, UR classes


    Friedrich-Alexander University of Erlangen-Nürnberg (FAU):

    Dr Günter Renner, Professorship for Primary School Pedagogy and Didactics

    Dr Eva-Maria Kirschhock, Professorship for Primary School Pedagogy and Didactics

    Prof. Dr Sabine Martschinke, Professorship for Primary School Pedagogy and Didactics

    Prof. Dr Bärbel Kopp, Professorship for Primary School Pedagogy and Didactics

    Project Content

    The “Digital Campus” project aims to strengthen the domain-specific basic IT competencies of lecturers and trainee primary school teachers. In the process, inclusion into the teaching offering as part of the study pathway “Teacher training for primary schools” operates on three levels:

    Students

    Lecturers

    Pupils

    Occupational competencies

    Qualification

    Connection to the practice through UR classes

    Ability to reflect

    Use of digital media in the university

    Increased skills

    Knowledge of general criteria

    Domain-specific professionalisation with occupational-didactic, primary school-pedagogical, and media-didactic elements

    Learning gains

    Creation of digital learning environments for primary school pupils

    Joint work on the interdisciplinary IT competency of prospective teachers

    Increased media competencies

    Ability to reflect on one’s own actions

     

    Individualisation

     

     

    Media differentiation and adaptivity

     

    The aim is to promote the skills of university lecturers, trainee teachers, and pupils in the digitalised world. The programme promotes general skills in the professional use of media as well as media-didactic and media-education skills. A higher level of skill among lecturers should contribute to a higher output in seminars as a result of model learning and a higher media-didactic level in courses, as well as an expansion of the skills of students. Focus is placed on media-related professional knowledge, reflection, and criticism of existing media learning environments, as well as on the ability to individually shape learning environments. The UR (University of Regensburg) classes strive to ascertain whether this affects pupils. 

    As part of this, students can attain the “Medienpädagogik Basiskompetenzen-Zertifikat” [Certificate for Basic Competencies in Media Pedagogics]. This will initially be offered for teachers in training in primary schools, with the further aim of extending to trainee teaching posts at middle schools, vocational schools, and grammar schools.

    Press release from the University of Regensburg regarding the “Digital Campus” project http://www.uni-regensburg.de/pressearchiv/pressemitteilung/700005.html

  • Digital Campus - IT4@ll: Digital Media in Written Language Acquisition

    (Drittmittelfinanzierte Gruppenförderung – Teilprojekt)

    Titel des Gesamtprojektes: Digitaler Campus Bayern
    Laufzeit: 1. Januar 2017 - 31. Dezember 2021
    Mittelgeber: Bayerisches Staatsministerium für Bildung und Kultus, Wissenschaft und Kunst (ab 10/2013)

    The increasing digitalisation of all areas of life also consequently necessitates a digitalisation of the education system. Digital media offer a variety of possibilities. The aim of the project ‘Digital Campus’ is to promote competencies for digital education among student teachers in primary schools. It begins with the consideration that competencies among pupils can primarily be achieved once the competencies are available among the teachers. In turn, this requires lecturers in teacher training to possess such competencies.

    As part of the project, general competencies are fostered in professionalised interaction with media, as well as media-didactic and media-educational competencies. The focus lies on media-related professional knowledge, reflection and critique of existing media learning environments, and the ability to design one’s own learning environments. An evaluation of selected primary schools shall be conducted following the project in order to determine whether this has an effect on pupils.

    The project ‘Digital Media in Written Language Acquisition’ is part of the overall project ‘Digital Campus – IT4@ll’ in cooperation with the University of Regensburg. More information on the overall project is available at:

    http://www.uni-regensburg.de/projekte/digitaler-campus/index.html

    https://www.km.bayern.de/studenten/digitalisierung/hochschule-digitaler-campus.html

  • E-Learning: Heterogeneity -a characteristic of primary school children?! - Development and evaluation of a virtual course on the topic: ‘Heterogeneity -a characteristic of primary school children?!’

    (Drittmittelfinanzierte Einzelförderung)

    Laufzeit: 1. März 2016 - 31. März 2021
    Mittelgeber: Virtuelle Hochschule Bayern
    URL: https://www.grundschulforschung.phil.fau.de/lehre/e-learning/

    The development of virtual courses over the last few years has engendered a form of teaching which gives us the opportunity to broaden study opportunities and offer students work based on their individual learning.

    The goal of this project is to develop a virtual course on the topic ‘Heterogeneity – a characteristic of primary school children?!’ on the GRIPS learning platform. Various pedagogical media considerations have been taken into account, so that there is added value to the online content. Care has been taken to ensure that elements are used which stimulate learning as well as providing social communication – in the form of animations or forums. An important component is the fact that students can receive feedback during the online seminar. This takes place through self-assessment tasks at the end of every teaching module and by means of the competent support of e-tutors.

    The topic of heterogeneity has for years repeatedly been the focus in the field of primary school pedagogy and didactics. Last but not least the huge issues of inclusion or the admission of refugees to schools expand this issue by far-reaching areas.

    A theoretical analysis of existing studies and legal bases is just as necessary for prospective teachers as paving the way for case-based diagnostic capabilities and research skills. Both of these form the focus of the development of this seminar. In addition, the online seminar enables flexible learning in terms of time and place on the part of the student, as well as the case studies in the ‘virtual classroom’, and contributes to an increase in their own media competence.

    A course demonstration will be available at: www.vhb.org

    Project schedule

    March 2016–February 2017: Phase 1: Course development

    March 2017–February 2018: Phase 2: Interim evaluation and revision

    From March 2019: Phase 3: Final evaluation

  • E-Learning: Approaches to Primary Education - Development and evaluation of a virtual course on the topic: ‘Approaches to Primary Education’

    (Drittmittelfinanzierte Einzelförderung)

    Laufzeit: 1. März 2016 - 31. März 2021
    Mittelgeber: Virtuelle Hochschule Bayern
    URL: https://www.grundschulforschung.phil.fau.de/lehre/e-learning/

    The development of virtual courses over the last few years has engendered a form of teaching which gives us the opportunity to broaden study opportunities and offer students work based on their individual learning.

    The goal of this project is to develop a virtual course on the topic ‘Approaches to Primary Education’ on the studon (ILIAS) learning platform. Various pedagogical media considerations have been taken into account, so that there is added value to the online content. Care has been taken to ensure that elements are used which stimulate learning as well as providing social communication – in the form of animations or forums. An important component is the fact that students can receive feedback during the online seminar. This takes place through self-assessment tasks at the end of every teaching module and by means of the competent support of e-tutors.

    Concepts of primary school form an important area of primary school pedagogy and didactics, since it is here that students acquaint themselves with the various conceptual approaches to this field.

    Moreover, engagement with the concepts of primary school offers an opportunity to combine various relevant findings and research traditions, since many aspects of primary school pedagogy and didactics are also found in the area of concepts as this is where central issues converge and are further developed.

    So that students can evaluate concepts related to the criteria, the concepts are always considered against the backdrop of the key aspects of primary school pedagogy and didactics.

    The online seminar enables flexible learning in terms of time and place and contributes to an increase in the students’ media competence.

    A course demo will be available at: www.vhb.org

    Project schedule

    March 2016–February 2017: Phase 1: Course development

    March 2017–February 2018: Phase 2: Interim evaluation and revision

    From March 2019: Phase 3: Final evaluation

  • E-Learning: Approaches to Written Language Acquisition - Development and evaluation of a virtual course on the topic: ‘Approaches to Written Language Acquisition’

    (Drittmittelfinanzierte Einzelförderung)

    Laufzeit: 1. März 2015 - 31. März 2020
    Mittelgeber: Virtuelle Hochschule Bayern

    The development of virtual courses over the last few years has engendered a form of teaching which gives us the opportunity to broaden study opportunities and offer students work based on their individual learning.

    The goal of this project is to develop a virtual course on the topic  ‘Approaches to Written Language Acquisition’ on the studon (ILIAS) learning platform. Various pedagogical media considerations have been taken into account, so that there is added value to the online content. Care has been taken to ensure that elements are used which stimulate learning as well as providing social communication – in the form of animations or forums. An important component is the fact that students can receive feedback during the online seminar. This takes place through self-assessment tasks at the end of every teaching module and by means of the competent support of e-tutors.

    The course content includes, alongside the teaching of basic knowledge, historic and current concepts of written language acquisition. It is important that students acquaint themselves with the various accessible methods and possibilities of written language acquisition in order to be able to use these later in their own teaching. Furthermore, the topic of ‘Concepts’ allows the teaching of various research traditions, since various aspects of didactics of written language acquisition are found here.

    The online seminar enables flexible learning in terms of time and place and contributes to an increase in the students’ media competence.

    A course demonstration will be available at: www.vhb.org

    Project schedule

    March 2015–February 2016: Phase 1: Course development

    March 2016–February 2017: Phase 2: Interim evaluation and revision

    From March 2018: Phase 3: Final evaluation

  • E-Learning: Approaches to General Education - Development and evaluation of a virtual course on the topic: ‘Approaches to General Educations’

    (Drittmittelfinanzierte Einzelförderung)

    Laufzeit: 1. März 2015 - 31. März 2020
    Mittelgeber: Virtuelle Hochschule Bayern
    URL: https://www.grundschulforschung.phil.fau.de/lehre/e-learning/

    The development of virtual courses over the last few years has engendered a form of teaching which gives us the opportunity to broaden study opportunities and offer students work based on their individual learning.

    The goal of this project is to develop a virtual course on the topic ‘Approaches to General Educations' on the studon (ILIAS) learning platform. Various pedagogical media considerations have been taken into account, so that there is added value to the online content. Care has been taken to ensure that elements are used which stimulate learning as well as providing social communication – in the form of animations or forums. An important component is the fact that students can receive feedback during the online seminar. This takes place through self-assessment tasks at the end of every teaching module and by means of the competent support of e-tutors.

    The course primarily deals with historic, but also more recent, concepts in the teaching of General Studies; a grasp of which should enable students to be able to understand and evaluate current developments in the teaching methods of General Studies.

    The online seminar enables flexible learning in terms of time and place and contributes to an increase in the students’ media competence.

    A course demonstration will be available at: www.vhb.org

    Project schedule

    March 2015–February 2016: Phase 1: Course development

    March 2016–February 2017: Phase 2: Interim evaluation and revision

    From March 2018: Phase 3: Final evaluation

  • Strong children have a strong start: from kindergarten to elementary school - a transitional project for personal development

    (Drittmittelfinanzierte Einzelförderung)

    Laufzeit: 1. Januar 2009 - 31. Dezember 2011
    Mittelgeber: Stiftungen

    Objective:

    Development and evaluation of a two-part programme for kindergartens and primary schools to encourage emotional, personal, and social skills during the transition

    Study:

    The transition from kindergarten to primary school represents a critical life event for children, and a successful navigation of this phase can contribute to the formation of a stable, resilient personality.

    The project’s objective is to support children in building emotional, personal, and social skills and to successfully navigate the transition in a targeted way. This is achieved through two proven support measures: “Bertram Blaubauch sucht sein Lachen” for kindergarten and “Eine starke Reise mit der Klasse” for the first lesson in primary school. Both of these child-friendly and material-rich measures grasp the same basic theoretical concept and are closely interlinked in terms of content and structure, as well as in how they build upon compatible support processes. In addition, transition-specific units have been developed which can, in part, be carried out in tandem by staff from the kindergarten and the primary school. The continuity of content and the linkage of pre-school establishments and primary schools (shared training, cooperation, and exchange in implementation) as part of the overall project are quality characteristics of intervention. 

    Over the course of the evaluation, the project and its support programmes were monitored for effectiveness as well as acceptability. The perspectives of staff at the kindergarten and teaching staff were gathered in a systematic manner during this process, alongside the perspectives of the children and their parents.

    A total of 28 kindergarten groups and their staff and 10 primary school classes (first year of school) with their teachers participated in the project.

  • The self-concept of social integration – in children in mixed-age classes in the first year of school

    (Projekt aus Eigenmitteln)

    Laufzeit: 1. Januar 2003 - 31. Dezember 2008

    The self-concept of social integration

    Project Title

    The self-concept of social integration – in children in mixed-age classes in the first year of school 

    Project leadership

    Dr Günter Renner

    Abstract
    The study is concerned with the self-concept of social integration in children in mixed-age classes in the first year of school. It is a part of a larger overall study in which data was collected on performance development (written language acquisition and mathematics), personality development (self-concept in the areas of written language acquisition, mathematics, and self-esteem), and social attitudes and integration. 

    In a quantitative, longitudinal study carried out by the Institute of Primary Education Research, the characteristics, development, fittingness to the practical reality, and the stability of the self-concept of social integration of eight mixed-age classes were studied over the course of a school year. The question of whether the children felt more strongly integrated within their own year group compared to the other year groups was also considered. Lastly, we examined whether there was a difference between the growth of a self-concept of social integration between the children from the mixed-age year groups and the children from the classic single-age year groups. 

    Project Start

    2003

    Project End

    2008

    Financed by

    Self-financed

    Selected Publications

    Renner, G. (2008) Das Selbstkonzept sozialer Integration bei Kindern in der jahrgangsgemischten Eingangsstufe. Nürnberg (The self-concept of social integration in children in mixed-age classes in the first year of school. Nuremberg)

Expert activities

German Academic Exchange Service (DAAD) – International Programmes Digital

Membership

Unicollaboration: Cross-Disciplinary Organisation for Telecollaboration and Virtual Exchange in Higher Education (www.unicollaboration.org)

Presentations

 

Presentation at the NEVET group of the Hebrew University of Jerusalem / Israel 2022: Virtual Exchange in Primary Teacher Education at FAU

 

Presentation at the Kirchlich Pädagogische Hochschule Vienna/Krems on the occasion of the Conference of the European Teacher Education Network 2022: Design of Virtual Exchange Courses – Challenges and Pitfalls

 

Presentation at the University of Riga on the Occasion of the International Professors Week 2022 in Riga/Latvia (online): Interdisciplinary Web-based Collaboration in Teacher Education – the New Normal?

 

Lecture at the University of Riga on the occasion of the International Professors Week 2021 in Riga/Latvia (online): Gather.Town: Exploring a Pre-built Virtual Environment for Interaction in Education.

 

Renner, G.: Collaborative Online International Learning in Initial Primary Teacher Education. Poster presentation on the occasion of the IVEC (International Virtual Exchange Conference), University of New-Castle, England, 2019 online.

 

Renner, G.: Internationalisation of Teacher Education through E-Learning. Poster presentation on the occasion of the “Day of Teaching”, University of Erlangen-Nuremberg, 2019 in Nuremberg.

 

Workshop  „Virtual Mobility in Teacher Education“ on the occasion of the the “FAU International Week in Teacher Education”, University of Erlangen-Nuremberg, 2019 in Nuremberg.

 

Lecture with Dr. Eva-Maria Kirschhock on the occasion of the Networking Night 2019 and the Researchers Day 2019 at FAU: Digital Media in Written Language Acquisition

 

Lecture at the University of Riga on the occasion of the International Professors Week 2019 in Riga/Latvia: Primary Teacher Education through Collaborative Online International Learning

 

Lecture at the University of Olomouc on the occasion of the Erasmus Teaching Mobility 2018 in Olomouc/Czech Republic: Educational System in Germany and Teacher Education at FAU

 

Lecture on the occasion of the conference „Pupils Diversity“ 2017 at FAU [University of Erlangen-Nuremberg]: E-learning in higher education

 

Lecture on the occasion of the Staff Week 2017 at FAU: E-Learning – connecting staff and students across Europe

 

Lecture on the occasion of the Staff Week 2017 at FAU: Teaching Science in the Primary Classroom – connecting students at FAU

 

Workshop with Dr E.-M. Kirschhock as part of the DAAD project „Pupils‘ Diversity and Success in Science Education in Germany and Malaysia“ (Prof. Dr A. Rakhkochkine) at the University of Penang/Malaysia (2017): „Dealing with heterogeneity: Personality“

 

Reichenbacher, J.; Meyerolbersleben, M.; Renner, G.: E-Learning in der Hochschullehre [E-Learning in Higher Education]. Online seminars in the field of primary school pedagogy and didactics. Poster presentation at the Conference for Primary School Education and Didactics at Bavarian Universities 2017 in Nuremberg.

 

Lecture at the University of Zadar on the occasion of the Erasmus Staff Week 2016 in Zadar/Croatia: „Problems of Recognition in Students‘ Exchange Programmes“

 

Lecture on the occasion of the visit of the Czech delegation to Nuremberg 2015 as part of the Erasmus cooperation with the University of Olomouc/Czech Republic: „Educational System in Germany“

 

Lecture on the occasion of the visit of the Indian delegation to Nuremberg 2015 within the framework of the “European Union – State Partnership Programme” with Chhattisgarh, India: „Teacher Education in Germany“

 

Lecture at the University of Eastern Finland on the occasion of the Erasmus Staff Week 2014 in Kuopio/Finland: „Studying at FAU“

 

Workshop „Learning and Teaching in Heterogeneous Learning Groups! Promoting Performance and Strengthening Personality! (using the example of cooperative forms of learning)“ on the occasion of the „Conference of the Leading Evangelical Schools and Boarding Schools“ 2013 in Nuremberg

 

Lecture at the DGfE [German Foundation for Educational Research] annual conference on primary school research 2008 in Wuppertal: „The Self-Concept of Social Integration in Children in the Mixed-Age Kindergarten“

 

Lecture at the research day on empirical teaching and learning research 2008 at FAU: „Is the Mixed-Age Classroom Successful?“

 

Lecture on the dissertation project on the occasion of the public state group meeting 2008 of the Bavarian state group in the primary school association

 

Lecture at the DGfE annual conference on primary school research 2004 in Würzburg: „Development of Cognitive Performance, Social Relationships, and Identity in the Mixed-Age Kindergarten with Individual Duration of Stay“.

Publications

Beiträge in Fachzeitschriften

2019

Beiträge in Sammelwerken

2020

2019

2011

2010

Herausgegebene Bände

2014

 

Roles

  • Erasmus co-ordinator
  • Subject co-ordinator
  • Subject advisor
  • Examinations officer