Prof. Dr. Johannes Bauer

johannes.bauer@uni-erfurt.de

Prof. Dr. Johannes Bauer

Google Scholar  ResearchGate OSF

  • voLeA – Development of video-based teaching and assessment modules for communication skills in medical education (BMBF) 
  • Aufklärung Reloaded: Changing irrational beliefs and promotion of scientific thinking (Erfurt University, ProForschung20)

  • Thomm, E., Gold, B., Betsch, T. and Bauer, J. (2021), When preservice teachers’ prior beliefs contradict evidence from educational research. British Journal of Educational Psychology, e12407. https://doi.org/10.1111/bjep.12407
  • Thomm, E., Sälzer, C., Prenzel, M. & Bauer, J. (2021). Predictors of teachers’ appreciation of evidence-based practice and educational research findings. Zeitschrift für Pädagogische Psychologie/ German Journal of Educational Psychology. https://doi.org/10.1024/1010-0652/a000301
  • Bauer, J., Gartmeier, M., Wiesbeck, A. B., Moeller, G. E., Karsten, G., Fischer, M. R., & Prenzel, M. (2018). Differential learning gains in professional conversation training: A latent profile analysis of competence acquisition in teacher-parent and physician-patient communication. Learning and Individual Differences, 61, 1-10. doi: https://doi.org/10.1016/j.lindif.2017.11.002
  • Bauer, J., Berthold, K., Hefter, M. H., Prenzel, M. & Renkl, A. (2017). Wie können Lehrkräfte und ihre Schülerinnen und Schüler lernen, fragile Evidenz zu verstehen und zu nutzen? Psychologische Rundschau, 68(3), 188-192. doi: 10.1026/0033-3042/a000363
  • Bauer, J., Prenzel, M. & Renkl, A. (Hrsg.). (2015). Evidenzbasierte Praxis - im Lehrerberuf?! [Themenheft]. Unterrichtswissenschaft, 43(3).
  • Gartmeier, M., Bauer, J., Fischer, M. R., Hoppe-Seyler, T., Karsten, G., Kiessling, K., Möller, G., Wiesbeck, A. B. & Prenzel, M. (2015). Fostering professional communication skills of future physicians and teachers: Differential effects of e-learning and role-play. Instructional Science, 43, 443-462. doi: 10.1007/s11251-014-9341-6
  • Mattern, J. & Bauer, J. (2014). Does teachers’ cognitive self-regulation increase their occupational well-being? The structure and role of self-regulation in the teaching context. Teaching and Teacher Education, 43, 58-68. DOI: 10.1016/j.tate.2014.05.004
  • Leicher, V., Mulder, R. & Bauer, J. (2013). Learning from errors at work: A replication study in the domain of elder care nursing. Vocations and Learning, 6, 207-220. DOI 10.1007/s12186-012-9090-0 [EARLI SIG 14 “Learning and Professional Development” Best Paper Award] 
  • Bauer, J. & Prenzel, M. (2012). European teacher training reforms. Science, 336, 1642-1643. DOI:10.1126/science.1218387
  • Gartmeier, M., Bauer, J., Gruber, H. & Heid, H. (2008). Negative knowledge: understanding professional learning and expertise. Vocations and Learning: Studies in Vocational and Professional Education, 1, 87–103. DOI 10.1007/s12186-008-9006-1

Complete publication list as PDF.

Journals 

  • Applied Cognitive Psychology
  • Beiträge zur Hochschulforschung
  • Beiträge zur Lehrerbildung
  • British Journal of Educational Psychology
  • Educational Research Review
  • European Journal of Training and Development
  • GMS - Zeitschrift für Medizinische Ausbildung
  • Journal of Cognitive Psychology
  • Journal for Educational Research Online
  • Journal für Mathematik-Didaktik
  • Learning and Instruction
  • Learning and Individual Differences
  • Lehrerbildung auf dem Prüfstand
  • Psychologie in Erziehung und Unterricht
  • Psychology Learning and Teaching
  • Studies in Educational Evaluation
  • Teaching and Teacher Education
  • Unterrichtswissenschaft
  • Vocations and Learning
  • Wirtschaftspsychologie
  • Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie
  • Zeitschrift für Erziehungswissenschaft
  • Zeitschrift für Pädagogische Psychologie
  • Zeitschrift für Studium und Lehre in der Sportwissenschaft

 

Research Funding

  • Federal Ministry of Education and Research (BMBF)
  • German Research Foundation (DFG)
  • German Acadamic Exchange Service (DAAD)
  • Independent Research Fund Denmark (IRFD)
  • Israel Science Foundation (ISF)
  • Swiss State Secretariat for Education, Research and Innovation (SBFI)

  • Since October 2016 full professor (tenured) for empirical educational research and methodology at the University of Erfurt
  • 2013 habilitation in educational science and appointment as adjunct teaching professor at the Technical University of Munich
  • 2009 - 2016 Senior researcher at the chair for Empirical Educational Research at the Technical University of Munich
  • 2008 - 2009 Postdoc at the Leibniz Institute for Science and Mathematics Education (IPN) Kiel 
  • 2008 PhD at the University of Regensburg
  • 2002 - 2008 Researcher at the University of Regensburg
  • 1995 - 2002 studies of educational science at the Universities of Augsburg and Regensburg