Kerstin Bäuerlein

Kerstin Bäuerlein is an academic researcher and lecturer with affiliations at multiple institutions. Since 2023, she has been an Academic Associate at the Department of Upper Secondary Education with a Special Focus on Research on Teaching and Learning at the University of Zurich (UZH). Additionally, she has been a Lecturer and Researcher at the Institute for Secondary Schools and Upper Secondary Schools (Institut für Sekundarstufe I und II) within the School of Education at the University of Applied Sciences and Arts Northwestern Switzerland (FHNW) since 2020. Previously, she held roles as an Academic Associate at the same institute at FHNW (2015–2020) and at the Department of Psychology IV (Educational Psychology and Developmental Psychology) at the University of Würzburg (2009–2016). She also contributed to the counseling center for gifted children at the University of Würzburg between 2009 and 2015. Her work spans research on teaching methodologies, educational technology, and supporting professional development in educational contexts.

• Education:
• 2003–2009: Diploma in Psychology, University of Würzburg
• 2009–2013: Doctoral studies, University of Würzburg (dissertation: Reading Comprehension Diagnostics in Secondary Education)
• 2013–2016: University Teaching Certificate Program (Bavaria)
• 2016–2019: CAS in University Teaching, FHNW
• 2016–2017: Continuing education in Professionalization Processes, FHNW

Her research interests emphasize the integration of digital media in teaching, self-regulated learning strategies, and teacher training methods. She explores effective diagnostics for reading comprehension in secondary education and has worked on gifted education. Her academic trajectory reflects a strong commitment to bridging educational theory and practice.

Dr. Bäuerlein’s publications are listed in a PDF (September 2023) and on her ResearchGate profile, reflecting contributions to educational technology, assessment, and teacher development. While no specific grants are noted, her roles across institutions indicate involvement in research projects.

• No scientific awards explicitly listed in the text.

In advising roles, she has supported doctoral and continuing education programs, though specific students are not mentioned. Her institutional affiliations include the IfE at UZH and the School of Education at FHNW, where she collaborates with teams focused on secondary and upper secondary education research.

She is part of interdisciplinary teams at both universities, contributing to labs or groups studying educational psychology, teaching practices, and learning diagnostics.