CV

• Since April 1st 2018 Director of the Center for Teacher Education at the University of Vienna, Austria
• Retirement March 31, 2018
• 2009-2018 Susanne Klatten Endowed Chair of Educational Research, Technische Universitaet Muenchen
• From 2014 until 2017 Chairman of the German Council of Science and Humanities (Wissenschaftsrat)
• From 2009 until 2014 Dean of the School of Education, Technische Universitaet Muenchen
• From 2010 until 2014 Chairman of the Centre of International Student Assessment (ZIB), an affiliated institute of the Technische Universitaet Muenchen
• 2000-2009 Managing Director of the Leibniz-Institute for Science Education (IPN), Kiel
• 1997-2009 Director at the Leibniz - Institute for Science Education (IPN) and Professor of Education at the University of Kiel
• 1993-1997 Professor of Educational Psychology, University of Regensburg
• 1989-1993 Associate Professor, University Munich (LMU)
• 1988-1989 Professor for Education (Deputy), University of Freiburg
• 1980-1988 Assistant Professor, University Munich (LMU)
• 1977-1980 Research Assistant, University Munich (LMU)
• Born 1952 in Forchheim
  
  Detailed vita as pdf-file

Professional services

• Since 2017   Member of the Supervisory Board of the University of Ulm

• Since 2017   Chairman of the Foundation Council of the Institute for Educational Research and Educational Information (DIPF)

• 2011 - 2017 Member of the German Council of Science and Humanities (Wissenschaftsrat)

• Since 2014   Chairman of the Selection Committee for the "Qualitatsoffensive Lehrerbildung"

• 2013 - 2015  Member of the Executive Committee of the European Association for Research on Learning and Instruction (EARLI)

• 2012 - 2014 President of the Gesellschaft für Empirische Bildungsforschung (GEBF)

• Since 2008 Member of the National Academy of Science and Engineering (acatech)

• 2003 – 2009 Member of the Senate and Joint Committee of the German Research Foundation (DFG)

Distinctions and awards

• 2017 Honorary Doctorate (Dr. phil. h.c.) of the Leuphana University of Lüneburg
   
• 2016 Arthur Burkhardt-Award for supporting the Humanities and Natural Sciences
   
• 2008 Member of the National Academy of Science and Engineering (acatech)
   
• 2008 Erich-Hylla-Award

Major Research Emphases

• Research on learning and instruction (especially on motivation / interest, conceptual change, transfer, types and patterns of teaching), with focus on science education
• Large scale assessment and international comparitive studies
• Quality development, professional development in education
• Learning outside of school (museum, science centres)

Recent projects

• BMBF-Project „E-PROM“ – Influence of the phase of graduation on the careers of scientits in medicine and biology; in co-operation with Prof. Martin Fischer (Klinikum LMU), Prof. Birgit Neuhaus (LMU), Prof. Stefan Herzig (Universität Köln), Prof. Pascal Berberat (MRI)
• „Ergonomics at school: The ergonomy tool box“, in co-operation with Chair of Ergonomy Prof. Klaus Bengler, TUM, funded y TÜV-Süd-Stiftung

Publications (Selection)

Complete Publication record as a pdf-file [in German]

Bauer, J., Gartmeier, M., Wiesbeck, A.B., Möller, 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.

Bromme, R. Prenzel, M. & Jäger, M. (2014). Empirische Bildungsforschung und evidenzbasierte Bildungspolitik. Eine Analyse von Anforderungen an die Darstellung, Interpretation und Rezeption empirischer Befunde. Zeitschrift für Erziehungswissenschaft, Sonderheft 27, 3-54.

Müller, K., Prenzel, M., Seidel, T., Schiepe-Tiska, A., & Kjaernsli, M. (2016). Science teaching and learning in schools – Theoretical and empirical foundations for investigating classroom level processes. In S. Kuger, E. Klieme, N. Jude, & D. Kaplan (Eds.), Assessing contexts of learning. An international perspective (pp. 423-446). New York: Springer.

Prenzel, M. (2016). Leistung als Dimension und Qualitätsmerkmal guter Schulen. In S.-I. Beutel, K. Höhmann, H.A. Pant & M. Schratz (Hrsg.), Handbuch Gute Schule. Die sechs Qualitätsbereiches des Deutschen Schulpreises (S. 16-25). Seelze-Velber: Klett/Kallmeyer.

Prenzel, M. Blum, W. & Klieme, E. (2015). The impact of PISA on mathematics teaching and learning in Germany. In K. Stacey & R. Turner (Eds.), Assessing mathematical literacy. The PISA experience (pp. 239-248). Heidelberg/NewYork: Springer.

Schiepe-Tiska, A., Roczen, N., Müller, K., Prenzel, M. & Osborne, J. (2016). Science-related outcomes: Attitudes, motivation, value beliefs, strategies. In S. Kuger, E. Klieme, N. Jude, & D. Kaplan (Eds.), Assessing contexts of learning. An international perspective (pp. 301-329). New York: Springer.

Schiepe-Tiska, A., Rönnebeck, S., Schöps, K., Neumann, K., Schmidtner, S., Parchmann, I. & Prenzel, M. (2016). Naturwissenschaftliche Kompetenz bei PISA 2015 –Ergebnisse des internationalen Vergleichs mit einem modifizierten Testansatz. In K. Reiss, Ch. Sälzer, A. Schiepe-Tiska, E. Klieme & O. Köller (Hrsg.), PISA 2015. Eine Studie zwischen Kontinuität und Innovation (S. 45-98). Münster/New York: Waxmann.

Wenglein, S., Bauer, J., Heininger, S. & Prenzel, M. (2015). Kompetenz angehender Lehrkräfte zum Argumentieren mit Evidenz: Erhöht ein Training von Heuristiken die Argumentationsqualität? Unterrichtswissenschaft, 43(3), 209-224.

Wiesbeck, A.B., Bauer, J., Gartmeier, M., Kiessling, C., Möller, G.E., Karsten, G., Fischer, M.R. & Prenzel, M. (2017). Simulated conversations for assessing professional conversation competence in teacher-parent and physician-patient conversations. Journal for Educational Research Online, 9 (3), 82–101.