معرفی
Linda Düperthal is a Researcher at the Institute for Didactics of General Education at the University of Münster, where she has worked since August 2020 while pursuing doctoral studies. Her research examines digital competence development for prospective primary school teachers, with emphasis on social studies instruction and teaching-learning laboratory applications.
Her academic credentials include:
- Doctoral studies in Didactics of General Education, Educational Science and Psychology at University of Münster (2020–present)
- 2nd State Examination for Primary School Teaching from ZfsL Gelsenkirchen (2018–2020)
- Master of Education in Primary School Teaching (TU Dortmund, 2016–2018)
- Bachelor of Arts in Primary School Teaching (TU Dortmund, 2012–2016)
Düperthal's research investigates how digital media enhances teacher professional knowledge, particularly in designing differentiation measures for scientific knowledge development. She focuses on practical applications within social studies education, analyzing planning processes for digitally supported lessons and reflective teaching practices in reduced-complexity laboratory settings. Her work bridges theoretical frameworks with classroom implementation strategies for preservice teachers.
Her 2022–2024 publications reveal a cohesive trajectory in digital professional knowledge assessment, emphasizing measurement frameworks and laboratory-based skill development. These works consistently address the integration of digital tools for differentiated instruction in social studies, with increasing methodological sophistication in quasi-experimental designs across consecutive studies.
Active in professional communities since 2020, she contributes to the Society for Didactics of Social Studies (GDSU) and Society for Didactics of Chemistry and Physics (GDCP), presenting annual conference papers on digital teacher competence modeling. Her collaborative work with Schreiber and Windt dominates current research outputs.
As core personnel in the University of Münster's Quality Initiative for Teacher Training (second funding phase), she develops and evaluates a seminar that builds media-pedagogical skills through lesson planning and teaching-learning laboratory testing. This project employs quasi-experimental pre-post designs to measure digital teacher skill acquisition, specifically targeting differentiation strategies for scientific knowledge development in diverse classrooms.
