Prof. Dr. Tina Seidel
Prof. Dr. Tina Seidel
Professor for Educational Psychology, School of Social Sciences and Technology, TUM
Verified email at - Homepage
Cited by
Cited by
ChatGPT for good? On opportunities and challenges of large language models for education
E Kasneci, K Seßler, S Küchemann, M Bannert, D Dementieva, F Fischer, ...
Learning and individual differences 103, 102274, 2023
Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results
T Seidel, RJ Shavelson
Review of educational research 77 (4), 454-499, 2007
Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis
EM Furtak, T Seidel, H Iverson, DC Briggs
Review of educational research 82 (3), 300-329, 2012
Teacher learning from analysis of videotaped classroom situations: Does it make a difference whether teachers observe their own teaching or that of others?
T Seidel, K Stürmer, G Blomberg, M Kobarg, K Schwindt
Teaching and teacher education 27 (2), 259-267, 2011
Simulation-based learning in higher education: A meta-analysis
O Chernikova, N Heitzmann, M Stadler, D Holzberger, T Seidel, F Fischer
Review of educational research 90 (4), 499-541, 2020
Modeling and measuring the structure of professional vision in preservice teachers
T Seidel, K Stürmer
American educational research journal 51 (4), 739-771, 2014
Pädagogische psychologie
A Krapp
Beltz, 2001
Five research-based heuristics for using video in pre-service teacher education
G Blomberg, A Renkl, M Gamoran Sherin, H Borko, T Seidel
Journal for educational research online 5 (1), 90-114, 2013
Instructional strategies for using video in teacher education
T Seidel, G Blomberg, A Renkl
Teaching and teacher education 34, 56-65, 2013
Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science
K Kiemer, A Gröschner, AK Pehmer, T Seidel
Learning and instruction 35, 94-103, 2015
Understanding video as a tool for teacher education: Investigating instructional strategies to promote reflection
G Blomberg, MG Sherin, A Renkl, I Glogger, T Seidel
Instructional Science 42, 443-463, 2014
Declarative knowledge and professional vision in teacher education: Effect of courses in teaching and learning
K Stürmer, KD Könings, T Seidel
British Journal of Educational Psychology 83 (3), 467-483, 2013
How pre-service teachers observe teaching on video: Effects of viewers’ teaching subjects and the subject of the video
G Blomberg, K Stürmer, T Seidel
Teaching and teacher education 27 (7), 1131-1140, 2011
Clarity and coherence of lesson goals as a scaffold for student learning
T Seidel, R Rimmele, M Prenzel
Learning and instruction 15 (6), 539-556, 2005
Lehr-Lernskripts im Unterricht
T Seidel
Waxmann Verlag, 2003
Participatory design of learning environments: integrating perspectives of students, teachers, and designers
KD Könings, T Seidel, JJG van Merriënboer
Instructional Science 42, 1-9, 2014
„Observer “–Validierung eines videobasierten Instruments zur Erfassung der professionellen Wahrnehmung von Unterricht. Projekt OBSERVE
T Seidel, G Blomberg, K Stürmer
Kompetenzmodellierung. Zwischenbilanz des DFG-Schwerpunktprogramms und …, 2010
Stability of teaching patterns in physics instruction: Findings from a video study
T Seidel, M Prenzel
Learning and instruction 16 (3), 228-240, 2006
Technischer Bericht zur Videostudie" Lehr-Lern-Prozesse im Physikunterricht"; BIQUA
T Seidel
IPN, 2003
Angebots-Nutzungs-Modelle in der Unterrichtspsychologie. Integration von Struktur-und Prozessparadigma
T Seidel
Zeitschrift für Pädagogik 60 (6), 850-866, 2014
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