Anne Niermann

Dr. Anne Niermann is a Researcher at the Institute for Primary School Didactics & General Education at the University of Hildesheim within the Faculty of Educational and Social Sciences. She has held this academic position since 2014, with intermittent parental leaves. Her work bridges research and practice in primary school teacher education, with particular focus on developing effective teaching methodologies for general studies.

Dr. Niermann's educational background includes:

• Doctorate in Philosophy from Department 1 of the University of Hildesheim (2016)
• Master's degree in primary school teaching of mathematics and general education at the University of Hildesheim (2010-2011)
• Bachelor's degree in primary school teaching of mathematics and general education at the University of Osnabrück (2007-2010)

Her research expertise centers on teacher knowledge development, with special attention to spatial learning, mobility education, and inclusive teaching practices in primary education settings. She employs qualitative research methodologies including videography research, interviews, and reconstructive casework to investigate how teachers develop professional knowledge and skills. Her dissertation examined the professional knowledge of mathematics and general science teachers, exploring what educators consider essential subject matter knowledge for effective teaching.

As an educator, Dr. Niermann teaches methodology courses including Research and Evaluation Methods in Social Studies, Practical Blocks in General Education, and Research Projects. She actively supervises student theses and contributes to curriculum development for the primary education program. Her teaching emphasizes the integration of theoretical knowledge with practical application, reflecting the Hildesheim model of teacher education which connects theory and practice from the first semester.

Dr. Niermann serves on the Working Group on General Education and functions as a first aider within the institute. She plays a key role in implementing practical phases within the GHR 300 framework and provides academic support to students throughout their teacher education journey. Her work contributes significantly to understanding how to prepare primary school teachers for diverse classroom environments and inclusive educational practices.