Prof. Dr. Tina Seidel


Prof. Dr. Tina Seidel

Head of the Chair

Technical University of Munich

TUM School of Education

Friedl Schöller Endowed Chair 
for Educational Psychology

Visiting address:
Marsstraße 20-22
80335 München

Postal address:
Arcisstraße 21
80333 München

Tel. +498928925114

Room: 424

Office Hours: by Appointment

E-Mail: tina.seidel(at)tum.de

Academic Profile

Professor Dr. Tina Seidel holds the Friedl Schöller Chair of Teaching and Learning Research at the School of Education, Technical University of Munich (TUM), Germany. Her research interest is in teaching and teacher education research. At the chair she created a Teacher Research & Training Simulation Center. At this center a series of research projects are conducted, funded by the German Science Foundation (DFG) as well as the Federal Ministry of Education and Research (BMBF). In addition, she is principal investigator of three projects of the DFG Research Unit Cosima (Fostering diagnostic competencies in simulation-based learning environments at university, FOR 2385). Moreover, she and her team have designed and published a first clearing house on the topic of teaching and learning in classrooms in order to support evidence-based teacher education.

Tina Seidel is author of numerous books and articles on the topics of teaching and teacher education research. Her special interest is in investigating individual characteristics of students and their impact on teacher-student interactions in classrooms, the development of multi-media based tools for teacher education, as well as the establishment of the first German Clearing House on the topic of Teaching Research based on research syntheses and meta-analyses. Her research has been distinguished by several awards. The Review of Research Award of the American Educational Research Association for the research article “Teaching effectiveness research in the past decade: the role of theory and research design in disentangling meta-analysis results” is particularly to be mentioned.

Tina Seidel graduated 1998 in Psychology studying at the University of Regensburg, Germany, and Vanderbilt University, Nashville, USA. She finished her PhD with excellence at the Leibniz-Institute for Science and Mathematics Education in 2002, Kiel, Germany. She continued her research on teaching and learning processes in classrooms by accepting a position as Assistant Professor of Education in 2003. After a visiting professorship at Stanford University School of Education in 2005 and 2006 she returned to the Leibniz-Institute for Science and Mathematics Education as Acting Head of the Department for Educational Sciences. In 2007 Tina Seidel accepted a position as Full Professor of Education and Chair of the Department of Educational Psychology at Friedrich-Schiller-University of Jena.

Key Publications

  • Kiemer, K., Gröschner, A., & Seidel, T. (2015). Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science. Learning and Instruction, 35, 94-103. doi: http://dx.doi.org/10.1016/j.learninstruc.2014.10.003.
  • Blomberg, G., Sherin, M. G., Renkl, A., Glogger, I., & Seidel, T. (2014). Understanding Video as a Tool for Teacher Education: Investigating Instructional Strategies  Integrating Video to Promote Reflection. Instructional Science, 42(3), 443–463. doi:10.1007/s11251-013-9281-6.
  • Seidel, T., & Stuermer, K. (2014). Modeling and Measuring the Structure of Professional Vision in Preservice Teachers. American Educational Research Journal, 51(4), 739-771. doi:10.3102/0002831214531321.
  • Blomberg, G., Renkl, A., Sherin, M. G., Borko, H., & Seidel, T. (2013). Five research-based heuristics for using video in pre-service teacher education. Journal of Educational Research Online, 5(1), 3–33. 
  • Seidel, T., Blomberg, G., & Renkl, A. (2013). Instructional strategies for using video in teacher education. Teaching and Teacher Education, 34, 56-65. doi: http://dx.doi.org/10.1016/j.tate.2013.03.004.
  • Furtak, E.M, Seidel, T., Iverson, H., Briggs, D. (2012). Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching: A Meta-Analysis. Review of Educational Research, 82(3), 300-329. doi: 10.3102/0034654312457206.
  • 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 and Teacher Education, 27, 259-267. doi: 10.1016/j.tate.2010.08.009
  • Seidel, T., & Shavelson, J.R. (2007). Teaching effectiveness research in the past decade: Role of theory and research design in disentangling meta-analysis results. Review of Educational Research, 77(4), 454-499.
  • Seidel, T., Rimmele, R., & Prenzel, M. (2005). Clarity and coherence of lesson goals as a scaffold for student learning. Learning and Instruction, 15(6), 539–556. doi:10.1016/j.learninstruc.2005.08.004.
  • Seidel, T. (2003). Lehr-Lernskripts im Unterricht. Münster: Waxmann.

Complete publication list