Prof. Dr. Doris Holzberger
Academic Career and Research Areas
Professor Holzberger conducts empirical research into education with a focus on learning and instruction. Adopting a psychological perspective, she examines school conditions and teacher competencies (e.g. teacher motivation and knowledge) as predictors of the quality of teaching. Professor Holzberger utilizes a wide range of methods for her research, from meta-analyses and reviews of existing research to empirical work based on analyses of large-scale data sets and research in experimental settings.
After obtaining a diploma in psychology at the University of Koblenz · Landau, Professor Holzberger completed her doctorate at Goethe University Frankfurt in 2013. She then went on to work as a research associate at the State Institute for School Quality and Educational Research, Munich, and as a postdoc researcher at the Friedl Schöller Endowed Chair for Teaching and Learning Research, TUM School of Education. Doris Holzberger has been Associate Professor of Research on Learning and Instruction at TUM since September 2018.
Awards
- Prize for the Promotion of Interdisciplinarity in Educational Research as part of the COSIMA project, Society for Empirical Educational Research (GEBF) (2023)
- Outstanding Reviewer Award der AERA & AERA Open (2021)
- Commended PhD Award, “Global SELF Research Network” (2015)
- Publication Award (Doctoral Student Category) of the Society for Empirical Educational Research (2015)
- Student Research Excellence Award, EARLI-Special Interest Group “Motivation and Emotion” (2011)
Key Publications (all publications)
Täschner, J., Dicke, T., Reinhold, S., & Holzberger, D. (in press). “Yes, I can!” A Systematic Review and Meta-Analysis on Intervention Studies Promoting Teacher Self-Efficacy. Review of Educational Research. <o:p></o:p>
Holzberger, D., Maurer, C., Kunina-Habenicht, O. & Kunter, M. (2021). Ready to teach? A profile analysis on cognitive and motivational-affective teacher characteristics at the end of pre-service teacher education and long-term effects on teachers’ occupational well-being. Teaching and Teacher Education, 100.
AbstractHolzberger, D. & Prestele, E. (2021). Teacher self-efficacy and self-reported cognitive activation and classroom management: A multilevel perspective on the role of school characteristics. Learning and Instruction, 76. *both authors have contributed equally to the manuscript.
AbstractHolzberger, D. & Schiepe-Tiska, A. (2021). Is the school context associated with instructional quality? The effects of school composition, principals, teacher collaboration, and school climate. School Effectiveness and School Improvement, 32(3), 465-485.
AbstractHolzberger, D., Philipp, A., & Kunter, M. (2013). How Teachers’ Self-Efficacy is Related to Instructional Quality: A Longitudinal Analysis. Journal of Educational Psychology, 105(3), 774-786.
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