Prof. Dr. Thamar Voss – University of Freiburg

Prof. Dr. Thamar Voss

Prof. Dr. Thamar Voss
As a Professor on Teaching and Learning, I aim to contribute to accumulating reliable scientific knowledge on teachers’ professionalization to understand how teachers’ professional competence develops and to understand the significance of this competence for teachers’ professional success. It is important to me that the results of my research can be used in evidence-based practice and that they make a long-term contribution to the improvement of schools and teacher training.
I am a member of the international research group “In search of the good teacher” (Center for Excellence in Research EARLI).
I address important desiderata of research on teachers’ professional competence, such as:

• How can the development of teachers’ professional competence be optimally promoted across the phases of teacher education?
• How important is teachers’ professional knowledge for teachers’ professional success?
• What support do teachers need in the challenging career entry phase?

I am involved in the teacher training program. I place great importance on providing evidence-based lectures. I am a member of the School of Education FACE and the Ethics Committee Freiburg. Furthermore, I am the chairperson of the central exam board for the Master of Education.

Publications Research

voss-thamar

Empirical school and lesson development research

Department of Educational Science
University Freiburg
Rempartstraße 11
79098 Freiburg
Germany

Phone: +49 761 – 20396886
E-mail: thamar.voss|at|ezw.uni-freiburg.de

Office hours: by appointment only – requests via e-mail

Selected publications

Steininger, T. M., Wittwer, J., & Voss, T. (2022). Classifying examples is more effective for learning relational categories than reading or generating examples. Instructional Science. https://doi.org/10.1007/s11251-022-09584-7

Voss, T. (2022). Not useful to inform teaching practice? Student teachers hold skeptical beliefs about evidence from education science. Frontiers in Education, 7, 976791. https://doi.org/10.3389/feduc.2022.976791

Zeeb, H., Hunecke, J., & Voss, T. (2022). Teachers’ dysfunctional feedback to students from immigrant and non-immigrant backgrounds: A pilot study. Social Psychology of Education. https://doi.org/10.1007/s11218-022-09725-3

Voss, T., Zachrich, L., Fauth, B., & Wittwer, J.(2022). The same yet different? Teaching quality differs across a teacher’s classes, but teachers with higher knowledge make teaching quality more similar. Learning and Instruction, 80, 101614. https://doi.org/10.1016/j.learninstruc.2022.101614

Steininger, T. M., Wittwer, J., & Voss, T. (2022). Classifying examples is more effective for learning relational categories than reading or generating examples. Instructional Science. https://doi.org/10.1007/s11251-022-09584-7

Voss, T.*, & Wittwer, J.* (2020). Unterricht in Zeiten von Corona: Ein Blick auf die Herausforderungen aus der Sicht von Unterrichts- und Instruktionsforschung. Unterrichtswissenschaft, 48, 601–627 https://doi.org/10.1007/s42010-020-00088-2 *first authors

Voss, T., & Kunter, M. (2020). “Reality shock” of beginning teachers? Changes in beginning teachers’ emotional exhaustion and constructivist-oriented beliefs. Journal of Teacher Education, 71(3), 292–306. https://doi.org/10.1177/0022487119839700

Baier, F., Decker, A.-T., Voss, T., Kleickmann, T., Klusmann, U., & Kunter, M. (2019). What makes a good teacher? The relative importance of mathematics teachers’ cognitive ability, personality, knowledge, beliefs, and motivation for instructional quality. British Journal of Educational Psychology, 89, 767–786. https://doi.org/10.1111/bjep.12256

Rothenbusch, S., Voss, T., Golle, J., & Zettler, I. (2018). Linking teacher and parent ratings of teacher-nominated gifted elementary school students to each other and school grades. Gifted Child Quarterly, 63, 230–250. https://doi.org/10.1177/0016986217752100

Voss, T., Wagner, W., Klusmann, U., Trautwein, U., & Kunter, M. (2017). Changes in beginning teachers’ classroom management knowledge and emotional exhaustion during the induction phase. Contemporary Educational Psychology, 51, 170–184. https://doi.org/10.1016/j.cedpsych.2017.08.002

Voss, T., Kunina-Habenicht, O., Hoehne, V., & Kunter, M. (2015). Stichwort Pädagogisches Wissen von Lehrkräften: Empirische Zugänge und Befunde. Zeitschrift für Erziehungswissenschaft, 18, 187–223. https://doi.org/10.1007/s11618-015-0626-6

Voss, T., Kunter, M., & Baumert, J. (2011). Assessing teacher candidates’ general pedagogical and psychological knowledge: Test construction and validation. Journal of Educational Psychology, 103, 952–969. https://doi.org/10.1037/a0025125

All publications (pdf)