Tina Seidel


Tina Seidel

Friedl Schöller Endowed Chair of Teaching and Learning Research
Technische Universität München

Bio and Research Interest

Tina Seidel's research interests include digital educational technologies such as simulations for university teaching, the development of professional vision among teachers at schools and universities, video analyses of teaching-learning interactions, as well as meta-analyses and evidence-based teaching.

After studying psychology (University of Regensburg, Vanderbilt University), Prof. Seidel received her doctorate at the IPN in Kiel (2002) and was appointed junior professor for teaching research (2003). Before becoming a full professor at TUM, she was a visiting professor at Stanford University (2005-2006) and held the Chair of Educational Psychology at the University of Jena (2007-2009). From 2023 to 2026, she has been Founding Director of the TUM Center for Educational Technologies. Since 2015 she is Director of the Clearing House Teaching, a science communication plattform for teaching practitioners. Since 2015, she has been a member of the expert committee “Aktionsrat Bildung”, initiated by the Bavarian Industry Association (vbw). In 2026, she was elected as member of the Bavarian Academy of Sciences and Humanities.

PhD

University of Kiel, 2002

Publications

Seidel T, Stürmer K, Blomberg G, Kobarg M, & Schwindt K: “Teacher learning from analysis of videotaped classroom situations: does it make a difference whether teachers observe their own teaching or that or others?” Teaching and Teacher Education. 2011; 27: 259-267.

Seidel T & Shavelson R J:  “Teaching effectiveness research in the last decade: Role of theory and research design in disentangling meta-analysis results”. Review of Educational Research. 2007; 77(4), 454-499.

Seidel T & Prenzel M: „Wie Lehrpersonen Unterricht wahrnehmen und einschätzen – Erfassung pädagogisch-psychologischer Kompetenzen bei Lehrpersonen mit Hilfe von Videosequenzen“. Zeitschrift für Erziehungswissenschaft, Sonderheft 8. 2007:201-218. Abstract

Seidel T & Prenzel M: “Stability of teaching patterns in physics instruction: Findings from a video study”. Learning and Instruction. 2006; 16(3): 228-240.

Seidel T, Rimmele R, & Prenzel M: “Clarity and Coherence of Lesson Goals as a Scaffold for Student Learning”. Learning and Instruction. 2005; 15(6): 539-556.

Contact Information

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Phone: +49 (89) 289 - 25114

 

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