Nils Finke

Nils Finke is a Research Associate at the Chair of Primary School Pedagogy within the Institute of Educational Science at the University of Paderborn's Faculty of Arts and Humanities. Working under Prof. Dr. Frank Hellmich since October 2021, he contributes to research and teaching in primary school education.

His academic journey began with studying primary school teaching at the University of Paderborn from 2016 to 2021, with a focus on language foundation, mathematical foundation, and sports. During this time, he also served as a Student Research Assistant at the same Chair from April 2017 to September 2021.

Finke's research focuses on critical aspects of primary education including teacher feedback mechanisms, student motivation, mathematics performance, and inclusive teaching practices. His work examines how these elements interact to influence learning outcomes in primary school settings, with particular attention to mathematics education. His publications demonstrate a consistent research trajectory examining the relationships between teacher practices and student outcomes.

His recent publications (2020-2025) have been presented at major educational research conferences including ECER, EARLI, and GEBF. These works focus on feedback mechanisms, student motivation, and mathematical performance in primary school contexts.

• Primary school teachers' perspectives on inclusive education (2020)
• Teacher feedback and mathematics performance relationships (2023-2025)
• Self-related cognitions in primary school learning (2023-2025)

As an educator, Finke teaches several courses including 'Preparation for aptitude and orientation internship' and 'Diagnosis and support in primary school,' contributing to the professional development of future primary school teachers. His teaching spans multiple semesters since 2021/2022, covering practical aspects of primary education and supporting diverse learners.

His research has practical implications for classroom practices and teacher training programs, particularly in understanding how feedback can be optimized to support diverse learners in primary school mathematics education. His upcoming presentations at international conferences indicate growing recognition within the broader educational research community.