Monographs

Berding, F. (2019). Teaching accounting. Basic concepts and their diagnosis. Augsburg: Hampp.

Berding, F. & Lamping, C. (2014). Epistemological beliefs as a component of teachers' professional competence and their importance for the selection and evaluation of learning tasks from textbooks in economics lessons. An explorative study. Munich: Hampp.

Frerichs, R.; Berding, F.; Slopinski, A.; Heubischl, S.; Rebmann, K. & Schlömer, T. (2019). InnoNE - Innovation projects and innovation competence for sustainable development. The INE toolbox. Management tools and teaching-learning materials for the successful implementation of sustainability-oriented innovations in retail. Oldenburg.

Editorships of edited volumes

Berding, F.; Jahncke, H. & Slopinski, A. (eds.) (2020). Modern accounting education 2020. Status quo and developments from a scientific and practical perspective. Wiesbaden: Springer.

Editorships of special journals

Slopinski, A.; Panschar, M.; Berding, F. & Rebmann, K. (eds.) (2020). Discourses on the future - Vocational and Business Education reflections on a model for a sustainable economic and social order. bwp@, Special 17.

Journal articles

2021

Berding, F.; Jahncke, H. & Rebmann, K. (2021). Influence of teacher beliefs on the design of learning tasks. In. K. Beck & F. Oser (Eds.), Results and problems of vocational training research - Festschrift for Susanne Weber (pp. 101-12). Bielefeld: wbv.

2020

Berding, F. & Jahncke, H. (2020). Dynamic and interactive worksheets - the teaching material of the future? Education and academic appointments, 3, 177-184.

Berding, F.; Dreisiebner, G.; Jahncke, H.; Slepcevic-Zach, P. & Porath, J. (2020). Occupational portrayals in popular youth series. A video-analytical approach to a volatile field of research. bwp@, Issue 38, 1-25. (double blind peer review)

Berding, F.; Slopinski, A. & Gebhardt, R. (2020). Apprentices as future change agents for sustainable innovations. Betriebswirtschaftliche Forschung und Praxis,72(3), 313-337. (blind peer review)

Jahncke, H.; Berding, F.; Logemann, S.; Albers, K. & Rebmann, K. (2020). The role of the social media application Instagram in young people's career choice decisions. Journal of Vocational and Business Education, 116(1), 57-90. (triple blind peer review)

Jahncke, H.; Berding, F.; Rebmann, K.; Albers, K. & Logemann, S. (2020). Phenomenon
Influencer(innen) - hobby, job, work or academic appointment? Education and academic appointments, 3, 133-138.

Kastrup, J.; Rebmann, K.; Berding, F.; Nölle-Krug, M.; Panschar, M.; Slopinski, A. & Steinmeier, F. (2020). Sustainable management in the food trade - additional qualification for apprentices in the bakery and confectionery trade. Education and academic appointments, 3(2), 63-64.

Slopinski, A.; Panschar, M.; Berding, F. & Rebmann, K. (2020). Editorial on bwp@-Special 17: Discourses on the future - Vocational and Business Education reflections on a model for a sustainable economic order. bwp@, Special 17, 1-4.

Slopinski, A.; Panschar, M.; Berding, F. & Rebmann, K. (2020). Sustainable management between society, economy and education - results of a transdisciplinary project. bwp@, Special 17, 1-22.

2019

Berding, F., Beckmann, A. & Kürten, V. (2019). Modelling with accounting. Development of a rapid-compliant measurement method for processes affecting profit and didactic implications. Journal of Vocational and Business Education,115(4), 567-602. (triple blind peer review)

Berding, F. & Jahncke. H. (2019). Bookkeeping - Do vouchers really contribute to easier bookkeeping lessons? Education and academic appointments, 286-291.

Berding, F. & Jahncke, H. (2019). Application, use and limitations of observation sheets as a tool for professionalisation in higher education. Die Hochschullehre, 5, 679-702. (double blind peer review)

Berding, F.; Riebenbauer, E. & Slepcevic-Zach, P. (2019). Basic conceptions of prospective Business Education students in accounting. Links with learning processes and teaching in a comparison between Germany and Austria. Zeitschrift für Berufs- und Business Education, 115(3), 363-398. (triple blind peer review)

Jahncke, H. & Berding, F. (2019). Prior experiences of student teachers with the portfolio method. Education and academic appointments, 2(June), 210-214.

Jahncke, H. & Berding, F. (2019). How can (self-)reflection be guided? First methodological considerations. Education and academic appointments, 2(1), 12-17.

Krieger, D.; Berding, F.; Jahncke, H. & Rebmann, K. (2019). Career choice motives of prospective Business Education students - An update. Zeitschrift für Berufs- und Business Education, 115(2), 254-285. (triple blind peer review)

Schlömer, T.; Berding, F.; Jahncke, H.; Becker, C.; Kiepe, K.; Wicke, C. & Rebmann, K. (2019). The didactic-methodological professional self-image of in-company training personnel in the field of sustainable management. Journal of Vocational and Business Education, 115(3), 486-515 (triple blind peer review).

2018

Berding, F. (2018). Learner types as an instrument for diagnosing perceptions of knowledge and knowledge acquisition in accounting and marketing. Journal of Vocational and Business Education,144(3), 467-495. (triple blind peer review)

Berding, F. (2018). It depends on the ideas. Basic concepts in accounting using the example of the term "effort". Education and academic appointments, May/June 2018, 6-11.

Berding, F.; Irmscher, M. & Jahncke, H. (2018). Identification of student profiles for didactic concepts in higher education teaching. Journal for Higher Education Development, 13(3), 89-111. (double blind peer review)

Berding, F.; Irmscher, M.; Jahncke, H. & Rebmann, K. (2018). Research-based learning in teacher education - anchoring in the context of a competence development portfolio. Herausforderung LehrerInnenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion, Themenheft 1, 51-76. (double blind peer review)

Berding, F.; Irmscher, M.; Vossmann, M. & Gores, A. (2018). A question of style? Individual perspectives and approaches of commercial apprentices in the construction of knowledge in the context of digitalisation. Journal of Vocational and Business Education, 114(2), 213-246. (triple blind peer review)

Berding, F. & Lau, I. (2018). Epistemic messages in textbooks for Vocational Education and Training. Journal of Educational Media, Memory, and Society, 10(2), 39-63. (double blind peer review)

Berding, F.; Slopinski, A.; Gebhardt, R.; Heubischl, S.; Kalmutzke, F.; Schröder, T.; Rebmann, K. & Schlömer, T. (2018). Innovation competence for sustainable management and instruments for its assessment. Zeitschrift für Berufs- und Business Education, 114(1),
47-84. (triple blind peer review)

Jahncke, H.; Berding, F.; Porath, J. & Magh, K. (2018). Influence of feedback on the (self-)reflection of student teachers. Die Hochschullehre, 4, 505-530 (double blind peer review)

2017

Berding, F. (2017). Development and validation of the IMEB-M, a German questionnaire for assessing topic-specific epistemic beliefs. Journal for Vocational Education and Training, 69(4), 517-539. (double blind peer review, Impact 2015: 0.674)

Berding, F.; Basten, M.; Brauer, H.; Stiller, C.; Schmid, S.; Rebmann, K.; Schlömer, T. & Wilde, M. (2017). Development of scales to assess domain-specific conceptions of learning in biology. Psychology in Education and Teaching, 64, 223-237. (blind peer review)

Berding, F.; Rolf-Wittlake, K. & Buschenlange, J. (2017). Impact of different levels of
epistemic beliefs on learning processes and outcomes in Vocational Education and Training. World Journal of Education, 7(3), 103-114. (double blind peer review)

Berding, F.; Slopinski, A.; Heubischl, S.; Gebhardt, R.; Rebmann, K. & Schlömer, T. (2017). The INE-Toolbox - An integrative instrument for sustainability-oriented innovation management and competence development in stationary retail. bwp@, Issue 32, 1-24. (double blind peer review)

Slopinski, A.; Berding, F; Gebhardt, R.; Heubischl, S.; Rebmann, K. & Schlömer, T. (2017). On the role of researchers in transdisciplinary pilot project research using the example of InnoNE. bwp@, Issue 33, 1-24. (double blind peer review)

2016

Berding, F.; Masemann, M.; Rebmann, K. & Paechter, M. (2016). Perspectives on the validity of the Thinking Styles Inventories. World Journal of Education, 6(6), 69-82. (double blind peer review)

Berding, F. (2016). How do apprentices and students conceptualise knowledge and knowledge acquisition in accounting? A study on the development and validation of the "Instrument for Measuring Epistemic Beliefs in Accounting" (IMEB-A). Journal of Vocational and Business Education, 112(2), 211-242. (triple blind peer review)

Berding, F. (2016). What is the significance of epistemic beliefs for learners in academic appointments? A proposal for a situation-dependent consideration of beliefs about knowledge and knowledge acquisition in commercial vocational education. Journal of Vocational and Business Education, 112(1), 80-107. (triple blind peer review)

2015

Rebmann, K.; Schlömer, T.; Berding, F. & Paechter, M. (2015). Subjective theories of knowledge and learning. berufsbildung, Special Issue 1, 2-5.

Rebmann, K.; Schlömer, T.; Berding, F.; Luttenberger, S. & Paechter, M. (2015). Pre-service teachers' personal epistemic beliefs and the beliefs they assume their pupils to have. European Journal of Teacher Education, 1-16. (double blind peer review, Impact 2015: 0.800)

Paechter, M.; Luttenberger, S.; Macher, D.; Berding, F.; Papousek, I.; Weiss, E. M. & Fink, A. (2015). The effects of nine-week summer holiday: Losses in mathematics and gains in reading. Eurasia Journal of Mathematics, Science and Technology,11(6), 1339-1413.
(double blind peer review, Impact 2014: 1.016)

Berding, F.; Brauer, H.; Lindhorst-von Hebel, K.; Basten, M.; Rebmann, K. & Wilde, M. (2015). Similarities and differences in the epistemic beliefs of prospective commercial teachers, bank clerks and biology teachers. Zeitschrift für Berufs- und Business Education, 111(3), 398-416. (triple blind peer review)

Berding, F. (2015). Development of a model to describe the influence of teachers' epistemic beliefs on the use of tasks in commercial teaching. bwp@, 28, 1-30. (double blind peer review)

2014

Rebmann, K.; Schlömer, T.; Berding, F. & Paechter, M. (2014). Pre-service teachers' assumed and own epistemic beliefs and their relation to the propagated teaching philosophy in vocational schools and colleges in Germany. Reflecting Education, 9(2), 5-43. (peer review)

2013

Rebmann, K.; Schlömer, T.; Berding, F. & Paechter, M. (2013). Subjective theories of knowledge and learning. berufsbildung, 67(144), 3-6.

Berding, F. (2013). Epistemological beliefs. berufsbildung, 67(144), 32.

Berding, F. (2013). The action effectiveness of subjective epistemologies of commercial teachers in the selection of learning tasks from textbooks. berufsbildung, 67(144), 26-28.

Articles in edited volumes

2020

Berding, F. (2020). Elaboration and comparison of different types of basic conception networks about success-effective processes. In F. Berding, H. Jahncke & A. Slopinski (Eds.), Modern accounting education 2020. Status quo and developments from a scientific and practical perspective (pp. 133-175). Wiesbaden: Springer.

Berding, F. & Jahncke, H. (2020). The role of basic conceptions in teaching-learning processes in accounting classes - A multi-level analysis of teachers' beliefs and learners' basic conceptions, motivation, modelling ability and grades. In F. Berding, H. Jahncke & A. Slopinski (Eds.), Modern accounting teaching 2020. Status quo and developments from a scientific and practical perspective (pp. 225-256). Wiesbaden: Springer.

Berding, F.; Jahncke, H. & Albersmann, M. (2020). Dynamic and interactive worksheets in accounting lessons. An impact study in a control group design. In F. Berding, H. Jahncke & A. Slopinski (Eds.), Modern accounting teaching 2020. Status quo and developments from a scientific and practical perspective
(pp. 275-315). Wiesbaden: Springer.

Berding, F.; Jahncke, H. & Slopinski, A. (2020). Digitalisation as a driver of reforms in accounting education. An introduction to the anthology. In F. Berding, H. Jahncke & A. Slopinski (Eds.), Modern accounting education 2020. Status quo and developments from a scientific and practical perspective (pp. 1-8). Wiesbaden: Springer.

Steib, C.; Berding, F.; Slopinski, A. & Sanders, B. (2020). The conception, creation, testing and evaluation of learning and explanatory videos on accounting - The implementation of a learning event in the study programme for the teaching profession at vocational schools according to the concept of research-based learning. In F. Berding, H. Jahncke & A. Slopinski (Eds.), Modern accounting teaching 2020. Status quo and developments from a scientific and practical perspective (pp. 358-385). Wiesbaden: Springer.

2015

Berding, F.; Masemann, M.; Rebmann, K. & Paechter, M. (2015). Validation of a German version of the Thinking Styles Inventory. In L. Vigentini & C. Evans (Eds.), The relevance of styles to educational and workplace contexts. Proceedings of the 20th International Conference of the Education, Learning, Styles, Individual Differences Network. Exeter (pp. 40-53). Brno: Tribun.

Lexicon entries

Berding, F. (2015). Centre for in-company vocational training (ABB). In J.-P. Pahl (Ed.), Lexikon Berufsbildung. A reference work for the non-academic and academic sectors (pp. 50-51). Bielefeld: Bertelsmann.

Berding, F. (2015). Teachers' duty of supervision. In J.-P. Pahl (Ed.), Lexikon Berufsbildung. A reference work for the non-academic and academic sectors (pp. 58-59). Bielefeld: Bertelsmann.

Berding, F. (2015). Epistemic beliefs and professional knowledge of teachers. In J.-P. Pahl (Ed.), Lexikon Berufsbildung. A reference work for the non-academic and academic fields (pp. 355-356). Bielefeld: Bertelsmann.

Berding, F. (2015). Competence in academic appointments. In J.-P. Pahl (Ed.), Lexikon Berufsbildung. A reference work for the non-academic and academic fields (pp. 486-487). Bielefeld: Bertelsmann.

Berding, F. (2015). Means of order. In J.-P. Pahl (Ed.), Lexikon Berufsbildung. A reference work for the non-academic and academic sectors (pp. 605-606). Bielefeld: Bertelsmann.

Berding, F. (2015). Role play. In J.-P. Pahl (Ed.), Lexikon Berufsbildung. A reference work for the non-academic and academic fields (pp. 670-671). Bielefeld: Bertelsmann.

Documentation of empirical methods and diagnostic instruments

2019

Berding, F.; Irmscher, M.; Rebmann, K. & Paechter, M. (2019). TSI-GER. Thinking Styles Inventory for German speaking samples [Procedure documentation and questionnaire]. In Leibniz Centre for Psychological Information and Documentation (ZPID) (ed.),
Elektronisches Testarchiv. PSYNDEX Tests No. 9007788. Trier: ZPID. (peer review)

Berding, F.; Slopinski, A.; Gebhardt, R.; Heubischl, S.; Rebmann, K. & Schlömer, T. (2019). IMEB-SBA. Instrument for Measuring Epistemic Beliefs in Sustainable Business Administration. [Procedure description and questionnaire]. In Leibniz Centre for Psychological Information and Documentation (ZPID) (Ed.), Electronic Test Archive. PSYNDEX Tests No. 9007835. Trier: ZPID. (peer review)

Berding, F.; Slopinski, A.; Gebhardt, R.; Heubischl, S.; Rebmann, K. & Schlömer, T (2019). NaWi-Test. Test on knowledge in sustainable management. [Procedure description and test]. In Leibniz Centre for Psychological Information and Documentation (ZPID) (Ed.), Electronic Test Archive. PSYNDEX Tests No. 9007836. Trier: ZPID. (peer review)

2018

Berding, F. (2018). IMEB-A - Instrument for Measuring Epistemic Beliefs in Accounting. [Procedure description and questionnaire]. In Leibniz Centre for Psychological Information and Documentation (ZPID) (Ed.), Electronic Test Archive. PSYNDEX Tests No. 9007678. Trier: ZPID. (peer review)

Berding, F. (2018). IMEB-M - Instrument for Measuring Epistemic Beliefs in Marketing. [Procedure description and questionnaire]. In Leibniz Centre for Psychological Information and Documentation (ZPID) (Ed.), Electronic Test Archive. PSYNDEX Tests No. 9007679. Trier: ZPID. (peer review)

Berding, F.; Paechter, M.; Rebmann, K.; Schlömer, T.; Mokwinski, B.; Hanekamp, Y. & Arendasy, M. (2018). OLEQ - Oldenburg Epistemic Beliefs Questionnaire. [Procedure description and questionnaire]. In Leibniz Centre for Psychological Information and Documentation (ZPID) (Ed.), Electronic Test Archive. PSYNDEX Tests No. 9007677. Trier: ZPID. (peer review)