Michael Himmelsbach

Michael Himmelsbach is a Researcher in the Department of Educational Research at the Faculty of Social and Economic Sciences, Johannes Kepler University Linz (JKU). Holding multiple advanced degrees including a doctorate in Technical Sciences and a Master's in Political Education, his academic journey spans technical physics, educational research, and classroom teaching. Dr. Himmelsbach maintains a dual professional role, conducting educational research at JKU while teaching mathematics and physics at the Europagymnasium vom Guten Hirten Baumgartenberg.

His educational background includes:

• Technical Physics at JKU (graduated 2006)
• Doctoral studies in Technical Sciences at JKU (graduated 2011)
• Teacher training in mathematics/physics (graduated 2014)
• Master's degree in Political Education (graduated 2017)

Dr. Himmelsbach's research focuses on teacher education, particularly examining professional development of prospective teachers, school-based practical phases in teacher training, and the impact of external factors like the pandemic on educational practices. His work bridges theoretical educational frameworks with practical classroom implementation, exploring how different study programs shape teachers' professional beliefs and how practical training phases can be better aligned with theoretical instruction.

Analysis of his recent publications reveals a consistent focus on understanding the complexities of teacher training programs across multiple dimensions. His research examines comparative study programs, pandemic impacts on school-based learning, mentor-mentee relationships during internships, and the professional knowledge development of different teacher candidate groups. His work spans educational psychology, teacher education methodology, and practical implementation of educational theory, with particular attention to secondary education contexts.

Dr. Himmelsbach actively contributes to the academic community through numerous presentations and conferences, with multiple speaking engagements scheduled through 2025 on topics related to teacher mentoring, professional development, and classroom practices. He has supervised students in pedagogical-practical studies since 2017, further connecting his research with practical educational settings.