Publications
in preparation
Böhnert, A., Klingebiel, F., Siedenbiedel, C., Osterberg, J. & Kuhn, H. P. (in prep.). Reflecting, accompanying, and appreciating learning processes and aptitude in school internships from multiple perspectives: The Praxis³ project at the University of Kassel. In J. Holle, W. Böttcher, W. Johannes & P. Gollup (Eds.), Aptitude assessment and reflection in the teaching profession. Practices, findings, and multi-perspective contexts.
Böhnert, A., Klingebiel, F., Siedenbiedel, C. & Osterberg, J. (in prep.). I see what you don't! Reflecting, accompanying, and appreciating learning processes and aptitude in school internships together. In A. Schöning & A. Pfeiffer (Chair), 42nd annual conference of the Bundesarbeitsgemeinschaft schulpraktische Studien (BaSS), Halle.
2023
Klingebiel, F., Schulz, J., Hänze, M. & Kuhn, H. P. (2023). Assessing professional action competence of student teachers in school internships: Validation of the Kassel Competence Assessment (KKE). In A. Böhnert, K. Grölz, K. Hartig, F. Klingebiel, A. Müller & R. Staab (Eds.), Das Praxissemester im Lehramtsstudium in Hessen (1st ed., pp. 197-226). Waxmann.
Klingebiel, F., Böhnert, A., Hartig, K. & Kraatz, C. E. (2023). The evaluation of the practical semester in Hesse. In A. Böhnert, K. Grölz, K. Hartig, F. Klingebiel, A. Müller & R. Staab (Eds.), The practical semester in teacher training in Hesse (1st ed., pp. 15-30). Waxmann.
Mähler, M., Kuhn, H. P., Klingebiel, F., Böhnert, A. & Lipowsky, F. (2023). Can self-assessed and peer-assessed aptitude characteristics during the internship semester predict student teachers' academic success? In A. Böhnert, K. Grölz, K. Hartig, F. Klingebiel, A. Müller & R. Staab (Eds.), The practical semester in teacher training programs in Hesse (1st ed., pp. 163-196). Waxmann.
Böhnert, A., Grölz, K., Hartig, K., Klingebiel, F. & Staab, R. (2023). The practical semester in the teacher training program in Hesse: Introduction. In A. Böhnert, K. Grölz, K. Hartig, F. Klingebiel, A. Müller & R. Staab (Eds.), The practical semester in teacher training programs in Hesse (1st ed., pp. 11-14). Waxmann.
Böhnert, A., Klingebiel, F., Mähler, M., Hänze, M., Kuhn, H. P. & Lipowsky, F. (2023). Practical semester and blocked internship in comparison. In A. Böhnert, K. Grölz, K. Hartig, F. Klingebiel, A. Müller & R. Staab (Eds.), The practical semester in teacher training in Hesse (1st ed., pp. 51-90). Waxmann.
2022
Klingebiel, F., Siedenbiedel, C. & Kuhn, H. P. (2022). Reflexive internship supervision - Multicriterial and multiperspectival multilevel analyses of the influence of process characteristics, seminar content, and characteristics of internship supervisors on success criteria in university-based school internships. In J. Klusmeyer & D. Bosse (Eds.), Concepts of reflective practice studies in teacher*education (pp. 207-245). Springer VS.
Böhnert, A. & Klingebiel, F. (2022). Reflecting together with Praxis³. The elementary school journal, 336, 28-31.
Kuhn, H. P., Klingebiel, F. & Mähler, M. (2022). Practical experience, but how? Comparing internships and traditional school placements. The elementary school journal, 336, 14-15.
2020
Klingebiel, F., Mähler, M. & Kuhn, H. P. (2020). What remains. The development of subjective competence assessment in school practicum and beyond. In I. Ulrich & A. Gröschner (Eds.), Edition ZfE: Vol. 9. practical semesters in teacher training in Germany: effects on students (1st ed., pp. 179-207). Springer VS.
Ulrich, I., Klingebiel, F., Bartels, A., Staab, R., Scherer, S. & Gröschner, A. (2020). Practicum semesters in teacher education and their impact on students: a systematic review. In I. Ulrich & A. Gröschner (Eds.), Edition ZfE: Vol. 9. practical semesters in teacher training programs in Germany: effects on students (1st ed., pp. 1-66). Springer VS.
2018
Böhnert, A., Mähler, M., Klingebiel, F., Hänze, M., Kuhn, H. P. & Lipowsky, F. (2018). The development of job-specific self-efficacy expectations of student teachers in school-based practicum periods - A comparison of student teachers in the practicum semester with students in a five-week block practicum. In M. Rothland & N. Schaper (Eds.), Teacher education under scrutiny: research on the practical semester in teacher education. Theme issue. Empirical Pedagogy.
2016
Klingebiel, F. & Klieme, E. (2016). Teacher Qualifications and Professional Knowledge. In S. Kuger, E. Klieme, N. Jude & D. Kaplan (Eds.), Assessing contexts of learning: An international perspective (pp. 447-464). Springer.
2010
Kurtz, T., Watermann, R., Klingebiel, F. & Szczesny, M. (2010). The emotional experience of the impending elementary school transition and the role of parental support. In K. Maaz, J. Baumert, C. Gresch & N. McElvany (Eds.), The transition from primary to secondary school: Achievement equity and regional, social, and ethno-cultural disparities (pp. 331-354).
Watermann, R., Klingebiel, F. & Kurtz, T. (2010). Motivational coping with elementary school transition from student and parent perspectives. In K. Maaz, J. Baumert, C. Gresch & N. McElvany (Eds.), The transition from primary to secondary school: Achievement equity and regional, social, and ethno-cultural disparities (pp. 355-384).
2023
Böhnert, A., Klingebiel, F., Siedenbiedel, C. & Kuhn, H. P. (2023, March 9). Reflecting, accompanying and appreciating learning processes and aptitude in school internships together: Presenting a reflection procedure for incorporating multiple perspectives in internship supervision of student teachers. Poster presentation. Giessen Teacher Education Offensive. Mentoring as a central element of teacher education: Research and professionalization approaches, Giessen.
2022
Böhnert, A., Klingebiel, F., Klene, T., Siedenbiedel, C. & Osterberg, J. (2022, September 26). I see what you don't! Reflecting, accompanying and appreciating learning processes and aptitude in school internships together. Lecture in the context of the BaSS conference 2022. Bundesarbeitsgemeinschaft für Schulpraktische Studien. Center for Teacher Education of the Martin Luther University Halle-Wittenberg, Halle.
2019
Klingebiel, F., Kuhn, H. P., Hänze, M. & Mähler, M. (2019). Prognostic potential of competency self- and peer assessments during the internship semester on study success characteristics. AEPF presentation. AEPF 2019, Münster.
Ulrich, I., Klingebiel, F., Bartels, A., René, S., Scherer, S. & Gröschner, A. (2019). Practicum semesters in teacher education and their impact on students: a systematic review. Presentation paEpsy. paEpsy, Leipzig.
2018
Klingebiel, F., Burgdorf, C., Stellmacher, J. & Martin, H. (2018). Knowledge and skills in school internships: presentation of a competence self-assessment tool. DGPs presentation. German Society of Psychology (DGPs), Frankfurt am Main.
Klingebiel, F., Mähler, M., Böhnert, A., Osterberg, J. & Kuhn, H. P. (2018). Competence experience of student teachers in school internships: What influence do internship supervisors have? GEBF presentation. Gesellschaft für empirische Bildungsforschung (GEBF), Basel.
2016
Klingebiel, F. (2016). Competence self-assessment and peer assessment in the interplay of supervision quality in the internship semester and success in teacher training. Paper presented at the Siegener Summer Academy. Siegener Summer Academy: practical phases in teacher education in the focus of educational research (September 26-28, 2016), Siegen.
2015
Klingebiel, F., Neuber, V., Krawiec, V. & Böhnert, A. (2015). Same items - same meaning? On self- and peer assessment of student teachers in school internships. Poster contribution AEPF. Working Group for Empirical Educational Research (AEPF), Göttingen.
Marksteiner, T. & Klingebiel, F. (2015). Functioning of anchor vignettes among students and teachers in an international setting. GEBF presentation. Society for empirical educational research (GEBF), Bochum.
Roczen, N. & Klingebiel, F. (2015). Priming between and within questions in international large scale assessment studies. GEBF presentation. Society for Empirical Educational Research (GEBF), Bochum.
2013
Klingebiel, F., Kuger, S. & Klieme, E. (2013). Teacher education worldwide - on reconciling national characteristics and international comparability. Poster contribution AEPF. Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Dortmund.