Name

Kristin Stavermann

University

University of Oldenburg

Institute,

Research Group

Institute for Economics Education

COER – Centre for Open Education Research

Supervisors

Prof. Dr Dirk Loerwald

Prof. Dr Olaf Zawacki-Richter

Room

A2 0-005

Telephone

0441 7982970

Email address

Stavermann@ioeb.de

Academic CV

Education:

• 2019–2022: Studied Politics and Economics/German (Master of Education for Upper Secondary Schools), University of Oldenburg
  
• 2016–2020: Studied Politics and Economics/German Studies (two-subject Bachelor's degree programme), University of Oldenburg
  
• 2013–2016: Bachelor's degree programme in Economics, University of Oldenburg

Work experience:

• Since February 2022:
  Research assistant at the Institute for Economics Education; Member of the COER

Teaching responsibilities:

• Winter semester 2022/23: Fundamentals of lesson planning in Economics Education

Working title of doctoral thesis

Digital formats in teacher training – Design and evaluation of a digital professional development programme using Economics Education as a case study

Abstract

In an education system characterised by complex interrelationships between causes, conditions and effects, the professional competence of teachers is regarded as a key factor influencing the quality of teaching and pupil performance.[1] Furthermore, an agile and competent approach to the challenges and changes in today’s society – which is shaped by numerous transformational processes (primarily digitalisation) – is of great importance for the establishment of contemporary teaching and learning processes. Digital technology offers numerous didactic and methodological opportunities for the professionalisation and further development of teaching competences, and opens up the potential for the cross-location design of innovative and effective formats for the professional development of teachers.

At present, digital continuing professional development programmes for teachers in Germany are sometimes limited to isolated and non-binding short-term measures, which are predominantly focused on the provision of content and simplistic blendedlearning concepts, and which, from a research perspective, are only of limited suitability for the successful professionalisation of teachers. In view of the growing proportion of career changers and teachers without a background in the subject they teach, as well as a serious shortage of training – particularly in the teaching of ‘Economics’ – the need for further training and professional development is constantly increasing.

Against this backdrop, a transferable digital continuing professional development concept for teacher training is to be developed and evaluated using the example of a qualification system in the subject of Economics Education. The doctoral project will culminate in findings regarding theoretically sound and practice-tested criteria for the design of digital professional development programmes in the third phase of teacher training. The aim is to achieve an interdisciplinary transfer of these findings whilst simultaneously developing a digital subject-specific concept for general higher education didactics.