Jasmin Lilian Bauersfeld

Tuesday 8-10: Promoting Thinking, Facilitating Learning: Cognitive Psychology for Teaching Practice

Tuesday 2-4: Teaching quality in elementary school

2021-2025 Doctor of Philosophy (summa cum laude), Department of Educational Sciences and Psychology, TU Dortmund University; Topic: “Investigating the development and enhancement of professional vision throughout teacher education.”

since 03/2022 Research assistant at the Chair of School Pedagogy and General Didactics for Primary and Lower Secondary Education (Prof. Dr. Bernadette Gold) at TU Dortmund University

02/2021 - 02/2022 Research assistant in the subproject of the Research Campus for Digital Teacher Education ‘Video.LinK’ (Videos in Teacher Education – Teacher Education Phases in Cooperation) at the University of Erfurt, Junior Professorship for Professional Development and Didactics of Teacher Education (Jun.-Prof. Dr. Bernadette Gold)

2021 First State Examination for Teaching at Secondary Schools in History at University of Freiburg

2020 First State Examination for Teaching at Secondary Schools in Education Science and English at University of Freiburg

09/2015 - 05/2016 ERASMUS year abroad at the University of Birmingham, UK

08/2009 - 07/2010 Student exchange year at the Troy Buchanan High School (Missouri, USA)

2013 German Abitur (General University Entrance Qualification), St. Hildegard-Gymnasium Ulm

since 07/2024 Collaboration in the DFG-funded project ViU: Performance – Generic and Subject-specific Professional Competence and Performance Measures of Elementary Science Teachers. An Investigation of Their Predictive Validity with Respect to Student Learning Outcomes 

2021-2024 Collaboration in the subproject of the Research Campus for Digital Teacher Education ‘Video.LinK’ (Videos in Teacher Education – Teacher Education Phases in Cooperation), funded by the Thuringen Ministry of Economy, Science, and Digital Society

Peer Reviewed Articles

Bauersfeld, J.L., Gold, B. (2025). Complete or faded double-content examples of video-based analyses: How do they impact student teachers’ professional vision of classroom management?. Instr Sci. doi.org/10.1007/s11251-025-09738-3

Bauersfeld, J. L., Bourcevet, P., Hahn, H., & Gold, B. (2025). Development and initial validation steps of a standardized video test assessing professional vision of classroom management and instructional support. Education Sciences, 15(6), 749. doi.org/10.3390/educsci15060749

Bauersfeld, J. L., Gold, B., & Holodynski, M. (2025). Development of classroom management competencies throughout teacher education: A longitudinal study. Teacher Development, 1–21. doi.org/10.1080/13664530.2025.2455113

Bauersfeld, J. L., & Gold, B. (2023). Arbeit mit Unterrichtsvideos in der Lehrkräftebildung [Working with videos of classroom situations in teacher education]. In J. Dohnacht, M. Nafe, H. Scheika, & Bundesarbeitskreis Lehrerbildung e.V. (bak) (Hg.), 56. bak-Seminartag Gera - Zukunftsfähige Lehrkräftebildung gestalten: SEMINAR (29(1), S. 133-139). wbv Publikation.

Symposia

Bauersfeld, J. L., Nückles, M. (2024). Synthesizing instructional design principles and teacher education. Symposium presented at the EARLI SIG 6 (Instructional Design) & 7 (Technology-enhanced learning). August 2024, Tübingen (Germany).

Bauersfeld, J. L. (2024). Navigating uncertainty? - How to implement instructional principles in ill-structured domains. Invited Symposium of the SIG 6 (Instructional Design) presented at the JURE 2024. June, 2024, Sevilla (Spain).

Janeczko, J. & Bauersfeld, J. L. (2023). Videobasierte Untersuchungen zu Einflussfaktoren auf die professionelle Unterrichtswahrnehmung. Symposium presented at the Paeps 2023, September 2023, Kiel (Germany).

Papers

Bauersfeld, J. L., Bourcevet, P., Hahn, H., & Gold, B. (2024). Before or after? Sequencing concepts and video-based analyses for different teacher education phases. Paper presented at the EARLI SIG 6 & 7 conference. August 2024, Tübingen (Germany).

Bauersfeld, J. L., Bourcevet, P., Hahn, H., & Gold, B. (2024). How to sequence concepts and video-based analyses to develop future teachers' professional vision?. Paper presented at the JURE 2024. June 2024, Sevilla (Spain).

Bauersfeld, J. L., Calies, P., Hahn, H., & Gold, B. (2023). Isoliert oder integriert? – Instruktionsformate für Videoanalysen zur Förderung der professionellen Unterrichtswahrnehmung von Unterrichtsqualität? [Isolated or integrated? – Instructional approaches to foster professional vision of teaching quality]. Paper presented at the GEBF 2024. March 2023, Potsdam (Germany).

Bauersfeld, J. L., Calies, P., Hahn, H., & Gold, B. (2023). Isoliert oder integriert? – Wie können Lehramtsstudierende in der Entwicklung professioneller Unterrichtswahrnehmung unterstützt werden? [Isolated or integrated? – How can student teachers be supported in the development of professional vision?]. Paper presented at the Paeps 2023. September 2023, Kiel (Germany).

Bauersfeld, J. L., & Gold, B. (2023). Fostering student teachers’ expert-like video analyses to develop professional vision. Paper präsentiert auf EARLI 2023. August 2023, Thessaloniki (Greece).

Bauersfeld, J. L., & Gold, B. (2023). Kann eine ausgearbeitete Beispielanalyse die professionelle Wahrnehmung von Lehramtsstudierenden fördern? [Can a worked example of a video-based analysis enhance student teachers’ professional vision?]. Paper presented at the GEBF 2023. March 2023, Essen (Germany).

Hahn, H.& Bauersfeld, J. L. (2022). Video.LinK: Videobasierte Förderung professioneller Kompetenzen von angehenden Lehrkräften [Video.LinK: Video-based enhancement of student teachers’ professional competencies]. Paper presented at the GDM 2022. August 2022, Frankfurt am Main (Germany).

Bauersfeld, J. L., & Gold, B. (2022). An expert model as a worked example for video analysis of classroom situations in teacher education. Paper presented at the JURE 2022. July 2022, Porto (Portugal).

Bauersfeld, J. L., & Gold, B. (2022). An expert model to support student teachers’ video analyses of classroom situations. Paper presented at the EARLI SIG 11 (Teaching and Teacher Education). June 2022, Oldenburg (Germany).

Bauersfeld, J. L., & Gold, B. (2022). Kann das Lernen mit einem Expert*innenmodell als Beispielvideoanalyse professionelles Wissen und professionelle Wahrnehmung von angehenden Lehrkräften fördern?[Can learning with an expert model as an example of video-based analysis enhance professional knowledge and professional vision of student teachers?]. Paper presented at the GEBF 2022. March, 2022, Bamberg (Online).

Wagner, S., Bauersfeld, J. L., & Nückles, M. (2021). Beachten Mathematiklehrkräfte die Cognitive Load Theory beim Beurteilen von Mathematikaufgaben? [Do mathematics teachers regard cognitive laod theory when evaluating math tasks?]. Paper presented at the Paepsy 2021, Heidelberg (Online).

Wagner, S., Bauersfeld, J. L., & Nückles, M. (2021). Berücksichtigen (angehende) Mathematiklehrkräfte pädagogisch-psychologische Evidenz zur Theorie der kognitiven Belastung, wenn sie die Schwierigkeit von Mathematikaufgaben für Schüler*innen beurteilen? [Do (student) mathematics teachers consider pedagogical-psychological evidence of cognitive load theory when evaluating the difficulty of mathematics tasks for students?]. Paper presented at the digiGEBF 2021. Online. 

Wagner, S., Bauersfeld, J. L., & Nückles M. (2020). Do mathematics teachers consider design principles derived from cognitive load theory when assessing the difficulty of mathematical tasks for students? Paper presented at the EARLI SIG 6 (Instructional Design) und 7 (Techology-enhanced learning). August, 2020, Tübingen (Online).

since 2025 Involvement in the early career network “NewVida” – Network “Video Data”

since 2023 Associated member of the Gesellschaft für empirische Bildungsforschung (GEBF)

since 2023 Member of the Special Interest Group 6 (Instructional Design) and the Special Interest Group 11 (Teaching and Teacher Education) in The European Association for Research on Learning and Instruction (EARLI)

since 2022 Member of the Junior Researchers of The European Association for Research on Learning and Instruction (JURE)