معرفی
Felix Schreiber is a postdoctoral researcher at the Department of School Education within the Faculty of Economics and Social Sciences at the University of Tübingen. Employed as a research associate since May 2018, he completed his Ph.D. (Dr. rer. soc.) in November 2022 with research focused on teacher professionalization through systematic approaches to subject didactics and educational sciences. Currently working under the University of Tübingen's Innovation Grant, Schreiber develops methods for clarifying ambiguous concepts in educational sciences for teacher education while contributing to multiple research projects addressing teacher professionalism and educational theory development.
Education:
- Ph.D. (Dr. rer. soc.) in Educational Science, University of Tübingen (2022)
- Studies of Educational Science, Philosophy/Ethics and English for secondary school teaching (2012-2018), University of Tübingen
- Studies of Educational Science and Protestant Theology for secondary school teaching (2011-2012), University of Tübingen
Schreiber's research centers on systematizing educational research, particularly through his development of the 'Conceptual Systematic Review' methodology to create comprehensive overviews of academic discourse on teacher education. His work examines relationships between subject didactics and educational sciences, the nature of educational science as a discipline, and how meta-reflection contributes to teacher professionalism. He investigates how systematic approaches to knowledge organization can enhance teacher education and address ambiguities in educational concepts, with particular attention to portfolio-based assessment methods.
His publication trajectory reveals consistent methodological innovation in educational research, with increasing focus on practical applications of conceptual systematization. Schreiber's recent work demonstrates growing attention to digital tools for educational research and meta-reflection as a core component of teacher professionalism. The articles collectively show his commitment to bridging theoretical frameworks with practical classroom applications through systematic knowledge organization.
Schreiber actively contributes to the DFG-funded network 'Erziehungswissenschaft | en? Empirie(n), Epistemologie(n) und Geschichte(n) erziehungswissenschaftlicher Theorieentwicklung und Forschung' and leads the 'Systematization of Research on the Teaching Profession' (SYSTEM) project, which aims to gain comprehensive overviews of key discourse lines in teacher education research.
As part of his teaching responsibilities, Schreiber has conducted courses on democracy education, methodological approaches in educational science, and teacher professionalization across multiple semesters since 2018, while supervising portfolio work in teacher education at the University of Tübingen.
