جست‌وجوی استاد و پژوهشگر

Daniel Wirthمشاهده پروفایل

مدرس

• Digital Geography Education
• Virtual Reality in Education
• Education for Sustainable Development
• +۳ مورد دیگر

Daniel Wirth serves as an Academic Councillor and Lecturer for Special Tasks at the Institute of Geography and Geology within the Faculty of Philosophy at the University of Würzburg. His primary affiliation is with the Didactics of Geography department, where he has been employed since January 2020, focusing on the digital transformation of geography education with particular emphasis on virtual reality applications and sustainable development education. Wirth earned his First State Examination in Geography and German Studies for Realschule (secondary school) teaching at the University of Würzburg, followed by his Second State Examination with distinction. His educational journey included a four-month international teaching practicum in Kosovo through the Robert Bosch Foundation's "Völkerverständigung macht Schule" program. His research centers on innovative digital approaches to geography education, particularly exploring how virtual reality technologies can enhance teaching and learning experiences in sustainable development education. Wirth has developed specialized expertise in creating virtual field trips and 360-degree learning environments that make geographical concepts more accessible and engaging for students. His work bridges traditional geography teaching methods with cutting-edge digital tools to create more immersive and effective learning experiences. Analysis of his publication record reveals a clear trajectory from general digital tools in education toward increasingly sophisticated virtual reality applications specifically tailored for sustainable development education. His research demonstrates both theoretical depth and practical classroom applicability, with a strong emphasis on empowering teachers to create their own digital learning materials. Professional Recognition Junior Fellow in the Kolleg Didaktik:digital program sponsored by the Joachim Herz Foundation in Hamburg (2020-2022) Tenured civil servant (Beamter auf Lebenszeit) since March 2016 Robert Bosch Foundation scholarship recipient for international teaching experience in Kosovo (2009-2011) As an educator, Wirth has supervised numerous written theses for pre-service geography teachers and developed innovative teaching approaches that integrate digital tools into geography education. He serves as the webmaster for the Geography Didactics working group and as editor for the "Digital" section of the Schulmagazin 5-10 journal. His professional activities extend beyond the university to include significant contributions to teacher training across Bavaria, where he regularly conducts workshops on virtual reality applications and digital teaching methods for practicing educators. Wirth leads initiatives focused on creating digital learning environments, particularly through his work with virtual reality field trips. His current projects involve training pre-service geography teachers to develop their own VR excursions focused on sustainable development topics, creating a sustainable pipeline of digitally competent geography educators who can implement these innovative approaches in their future classrooms.

• Virtual Reality
• Augmented Reality
• Computer Vision
• +۴ مورد دیگر

Prof. Dr. Didier Stricker is a leading academic in computer science, serving as Scientific Director at the German Research Center for Artificial Intelligence (DFKI) and Professor at the University of Kaiserslautern-Landau (RPTU). His career spans over two decades, including leadership roles at Fraunhofer IGD and founding the Augmented Vision research unit at DFKI/RPTU, which now includes ~30 researchers. Education: Electrical Engineering (Technical University of Grenoble, Karlsruhe) PhD: Computer Vision-based Calibration and Tracking Methods for Augmented Reality (2002, TU Darmstadt) His research focuses on virtual and augmented reality , computer vision , human-computer interaction , and on-body sensor networks . He leads major EU/national projects like LUMINOUS (Language-Augmented XR) and SHARESPACE (Ethical Hybrid Shared Spaces), with industrial partnerships including Sony, Google, and John Deere. Recent publications emphasize 3D reconstruction , neural network optimization , and XR systems . Key trends include event camera processing , scene flow estimation , and multimodal AI for industrial applications . He holds patents in AR tracking and has received the 2006 Innovation Prize from the German Society of Computer Science. Scientific Awards : Innovation Prize (2006) Best Paper/Demonstration Awards at ISMAR, EUSIPCO, CVPR, and ICRA As a reviewer for journals and conferences in VR/AR and computer vision, he contributes to shaping research standards. His lab ( AG Augmented Vision ) combines academic and industrial collaborations to advance cognitive interfaces and extended reality systems.

• Teacher Education
• Classroom Management
• Educational Psychology
• +۳ مورد دیگر

Maxie Kilbury is a Researcher at the Institute of Education and Psychology within the School Pedagogy and School Improvement Research group at the Free University of Berlin, where she has worked since 2020. Her research focuses on video-based interventions for teacher education and classroom management, particularly addressing disruptive student behaviors through evidence-based methodologies. Her academic background includes a Master of Arts in Educational Science from Humboldt University of Berlin (2014-2017) and a Bachelor of Arts in Educational Science and French from the same institution (2011-2014). She also served as a German teacher abroad in France (2018-2019) and as a student assistant at the Institute for School Quality of Berlin and Brandenburg (2013-2017). Her primary research domains include Teacher Education , Classroom Management , and Educational Psychology , with specialized expertise in video-based assessment tools and digital learning environments. Current projects examine school effectiveness in socially segregated contexts, video-based professional development, and principal feedback interventions. Recent publications reveal a strong trend toward developing validated video methodologies for teacher training, emphasizing staged scenarios of classroom disruptions and digital resource design. Her work bridges educational psychology with practical teacher preparation, focusing on enhancing professional noticing and reasoning skills through technology-enhanced pedagogy. Kilbury actively contributes to major research initiatives including Evidence-Based Governance in German Education (SteBis), K2teach video facilities, and FEED-UB feedback interventions. She collaborates extensively with the School Pedagogy and School Improvement Research team at FU Berlin, presenting findings at national conferences like the Society for Empirical Educational Research and the German Psychological Society.

• Multilingualism and Heterogeneity
• Aesthetic Dimensions of Language Education
• Literacy Acquisition
• +۶ مورد دیگر

Anna Kochanova is a Lecturer and Scientific Associate at the Free University of Berlin's Department of Education and Psychology, specializing in Primary School Education and German Didactics with a focus on linguistic and cultural education. She completed her doctorate in Educational Science in July 2025 with a dissertation titled Experiencing Language (Differently): Aesthetic Attention in Elementary School Welcome Classes , earning summa cum laude honors. Her research interests center on multilingualism and heterogeneity, aesthetic dimensions of language education, literacy acquisition, and ethnographic classroom research. Dr. Kochanova's work challenges conventional approaches in welcome classes for newly arrived immigrant children, arguing against monolingual orientations and functional-reductionist conceptions of language that prioritize formal linguistic aspects over literary-aesthetic dimensions. Her recent publications and presentations reveal a strong focus on how aesthetic attention emerges through play, storytelling, and imagination as pathways to language experience for children with limited German proficiency. Her research employs ethnographic methods with video-supported classroom observation and reconstructive-interpretive analysis of key incidents in teaching activities. Price for excellent teaching 2024 for Primary School Education Price for best teaching 2021 for Teaching Degree Dr. Kochanova is actively involved in the interdisciplinary project IDéAL (since April 2023), funded by the German-French Youth Office, which focuses on learning the language of the other and living together. She has taught numerous courses on multilingualism, aesthetic language dimensions, and literacy acquisition, and regularly presents her research at national conferences including the Symposium on German Didactics and the Austrian Forum for German Didactics.

• Microwave Imaging
• Generative Models
• Surgical Data Science
• +۵ مورد دیگر

Diego Biagini is a PhD student at the Chair of Computer Aided Medical Procedures (Prof. Navab) within the Department of Informatics at the Technical University of Munich (TUM), based at Campus Garching. His research focuses on leveraging generative models in surgical data science and microwave imaging applications. Bachelor in Computer Engineering, Università degli Studi di Firenze (2017–2020) Master in Artificial Intelligence, Alma Mater Studiorum - Università di Bologna (2021–2023) Diego’s work emphasizes diffusion-based high-dimensional generation (images, videos, and volumetric data over time) and applying generative models to enhance surgical data science in operating rooms. He is part of the Chair of Computer Aided Medical Procedures, collaborating with Rohde & Schwarz on research projects.

• Educational Psychology
• Learning Processes
• Digital Learning
• +۴ مورد دیگر

Prof. Dr. Kirsten Berthold is a Professor of Educational Psychology at Bielefeld University's Faculty of Psychology and Sport Science, Department of Psychology, where she leads Unit 13 - Educational Psychology. Her institutional roles include being a Deputy Member of the BiSEd Conference (Bielefeld School of Education) and an Institute Member at the Institute for Interdisciplinary Conflict and Violence Research. She serves as module responsible for Educational Psychology (27-AFNF-Paed), Learning and Development (27-BiWi3), and Psychology for Schools (27-BiWi3_ISP). Prof. Berthold's research focuses on educational psychology with particular emphasis on learning processes in digital environments . Her work investigates how retrospective prompts , video tutorials , and journal writing can enhance learning outcomes. She explores cognitive mechanisms like retrieval practice , self-explanation , and metacognitive monitoring in educational contexts, with applications spanning vocational training, higher education, and school psychology. Analysis of her 15 most recent publications (2023-2025) reveals consistent research themes centered on optimizing learning protocols through strategic prompting. Her work demonstrates that retrospective note prompts significantly enhance learning from video tutorials, with particular effectiveness in technical education contexts. She has made substantial contributions to understanding the differential effects of cognitive versus metacognitive prompts , showing that cognitive prompts generally outperform metacognitive ones in enhancing comprehension and knowledge transfer. Her research on retrieval practice has established that repeated testing produces superior long-term retention compared to repeated learning protocols, with important implications for educational practice. Within the university structure, Prof. Berthold contributes to the PINC (Processes of Innovation and Creativity) research focus area, which examines individual, interactive, and collective creative action across various domains. Her work bridges educational psychology with broader university initiatives on innovation in teaching and learning. She maintains an active research program with numerous recent publications in top educational psychology journals, demonstrating consistent productivity and scholarly impact in her field.

Lena Maier-Heinمشاهده پروفایل

استاد

• Machine Learning
• Biomedical Image Analysis
• Surgical Data Science
• +۴ مورد دیگر

Lena Maier-Hein serves as one of Helmholtz Imaging's center coordinators at the German Cancer Research Center (DKFZ), head of the Intelligent Medical Systems division, managing director of the Data Science and Digital Oncology cross-topic program, and is a full professor at Heidelberg University. She also holds the position of managing director at the National Center for Tumor Diseases (NCT) Heidelberg. Her research focuses on machine learning-based biomedical image analysis with specific emphasis on surgical data science, computational biophotonics, and validation of machine learning algorithms. As a fellow of both the Medical Image Computing and Computer Assisted Intervention (MICCAI) society and the European Laboratory for Learning and Intelligent Systems (ELLIS), she leads significant initiatives including presidency of the MICCAI special interest group on challenges and chairing the international surgical data science initiative. Her publication portfolio demonstrates strong focus on algorithm validation, surgical data science, and medical imaging AI, with recent work addressing critical issues in reproducibility, bias in medical AI, and practical clinical implementation. The articles reveal consistent themes around establishing rigorous validation frameworks, developing practical surgical AI tools, and addressing real-world deployment challenges in medical imaging. Her notable scientific recognition includes: 2013 Heinz Maier Leibnitz Award of the German Research Foundation (DFG) 2017/18 Berlin-Brandenburg Academy Prize European Research Council (ERC) starting grant (2015-2020) ERC consolidator grant (2021-2026) She serves on the editorial boards of prestigious journals including Nature Scientific Data, IEEE Transactions on Pattern Analysis and Machine Intelligence, and Medical Image Analysis, demonstrating her leadership in establishing standards for medical imaging research. Her work bridges fundamental AI research with practical clinical applications, particularly in surgical settings where real-time decision support is critical.

Vanessa Völlingerمشاهده پروفایل

استاد

• Educational Psychology
• Reading Comprehension
• Cooperative Learning
• +۵ مورد دیگر

Prof. Dr. Vanessa Völlinger is a full professor (W3) in Educational Psychology with specialization in Diagnostics, Support, and Clinical Psychology at the University of Education, Freiburg, where she serves as Deputy Head of the Institute of Psychology. She holds additional leadership positions including Senate membership and coordination of the Bachelor's program in Special Education. Her academic journey includes prior roles at Justus-Liebig-Universität Gießen and TU Dortmund. Her research centers on three interconnected domains: Reading Competency Development : Designing peer-assisted strategy interventions for elementary/middle schools Cooperative Learning : Video-analytical studies on group dynamics and teacher implementation School Interventions : Evidence-based training frameworks for diverse classrooms She currently leads projects KLUG (cooperative learning in elementary schools) and Ko-divers (diversity-sensitive cooperative learning). She has received the Förderpreis 2008/2009 from LOS for her doctoral work on reading comprehension. Her publication record demonstrates consistent focus on peer-learning efficacy, with recent work examining implementation challenges of evidence-based reading interventions. She actively supervises student theses on cooperative learning and reading interventions, emphasizing practical classroom applications. No dedicated lab is mentioned, but her work involves cross-institutional collaborations.

• German as a Second Language
• German as a Foreign Language
• Multilingualism in Schools
• +۳ مورد دیگر

Miroslav Janík, PhD, serves as Research Assistant at the University of Trier's Department of German Studies and Research Associate at Masaryk University's Faculty of Education, Research Institute for School Education. He advises German as a Second Language (DaZ) and German as a Foreign Language (DaF) degree programs while teaching core methodology courses on German language didactics and integrative language mediation. His academic profile bridges empirical research on multilingual education with practical teacher training initiatives across Central European contexts. His educational foundation includes: PhD in Education (Foreign Language Didactics) from Masaryk University (2011-2016) Master's degree in Teaching German as a Foreign Language and Social Studies (2009-2011) Bachelor's degree in Teaching German as a Foreign Language and Social Studies (2005-2009) Dr. Janík's research investigates the intersection of language policy, multilingual school realities, and teacher professionalization. He examines how language regimes operate within inclusive frameworks in Czech and Austrian urban schools, revealing tensions between institutional homogenization and linguistic diversity. His work employs innovative video-based methodologies and eye-tracking to analyze teacher cognition and classroom dynamics, contributing to evidence-based approaches for multilingual education. Analysis of his 2014-2024 publications shows consistent focus on Central European educational contexts, with recent work emphasizing practical implications of language policy implementation. His scholarship demonstrates growing engagement with teacher professional vision development and equity issues in linguistically diverse classrooms, reflecting evolving research priorities toward actionable interventions. Dr. Janík actively secures competitive research funding, currently leading the Nikolaus Koch Stiftung project (2024) supporting linguistically diverse students. His grant portfolio includes multiple Czech Science Foundation projects examining multilingual school spaces (2019-2022), teacher professional vision (2017-2019), and novice teacher socialization (2015-2017), demonstrating sustained research productivity and institutional trust. As an educator, he guides DaZ/DaF students through curriculum design and teaching methodologies while conducting classroom-based research that directly informs his instructional practice. His dual institutional appointments facilitate cross-pollination between theoretical research at Masaryk University and practical application at the University of Trier, creating a robust cycle of research-informed teaching and practice-based inquiry.

Sandra Reitbrechtمشاهده پروفایل

استاد

• German Linguistics
• German as a Foreign Language
• Pronunciation Didactics
• +۹ مورد دیگر

Professor Sandra Reitbrecht is a W2 Professor of German Linguistics / German as a Foreign Language at the University of Bamberg since September 2025, where she leads research and teaching in her specialized field. Previously, she served as a University Lecturer at the University College of Teacher Education Vienna (2017-2025) and held research positions including Project Manager for the Sparkling Science Project 'AaMoL' and Research Associate in the FWF project on scientific text competence at the University of Graz. Her research focuses on pronunciation didactics in German as a foreign/second language, academic language competence development, text competence, and writing didactics. She has made significant contributions to understanding how reflective modeling can enhance academic writing skills in secondary education contexts. Her work bridges theoretical linguistics with practical classroom applications, particularly through the development of model videos and material-based writing tasks. Professor Reitbrecht's publication record shows a clear trend toward increasingly interdisciplinary work that combines writing studies, language education, and technology integration. Her recent publications (2023-2025) demonstrate growing interest in AI applications for language instruction, multilingual approaches to language teaching, and the transfer of writing strategies across educational contexts. Member of the International Committee of the International Association for Germanic Studies (since 07/2025) Vice President of the Austrian Association for German as a Foreign/Second Language (2017-2023) Member of the organizing committee for the 18th International Conference of German Teachers in Lübeck 2025 Member of the jury for the European Language Label 2021 and 2025 Review activities for numerous academic journals including InfoDaF and International Journal of Multilingualism As an educator, Professor Reitbrecht has coordinated the Eye-Tracking Research Group and developed professional development courses for teachers across multiple countries. Her commitment to science communication is evident through her role as a Young Science Ambassador and her participation in public outreach activities including radio interviews and workshops at the Children's University of Vienna.

• English Linguistics
• Phonetics & Phonology
• English Language Teaching
• +۵ مورد دیگر

Dr. Charlotte Anna Hahn serves as a Lecturer in the Linguistics department at the University of Paderborn, Faculty of Cultural Studies, within the Institute of English and American Studies under Prof. Mindt's Department. Her academic work bridges theoretical linguistics with practical language teaching applications, particularly focusing on English language instruction in German educational contexts. Dr. Hahn's research interests span English linguistics, phonetics and phonology, English language teaching methodologies, information literacy, and e-learning applications for language education. Her work demonstrates a consistent focus on practical classroom applications of linguistic theory, with special attention to pronunciation teaching and the challenges faced by German primary school students learning English. Her recent publications reveal a strong trend toward practical applications of linguistic research in educational settings, particularly examining how theoretical concepts in English phonology can be effectively taught to German primary school students. The publications also highlight growing interest in digital learning tools and information literacy development within language education contexts. Learning the pronunciation of segmental features of English phonology at German primary schools (2023) Introduction: English Linguistics, Learners and the Classroom (2022) Information literacy through e-learning? Searching for literature using learning videos (2020) Welcome back to school: Checking pronunciation in grade 5 (2018) As an active educator, Dr. Hahn teaches courses including Project and Exploration Linguistics, Phonetics & Phonology, English Linguistics for Teachers of Young Learners, and English Down Under. She maintains regular office hours during the semester on Thursdays from 9:30-10:30 with prior registration through the PANDA system, demonstrating her commitment to student engagement and academic support.

Kerstin Drosselمشاهده پروفایل

مدرس ارشد

• Digital Media
• Educational Disparities
• Teacher Professionalization
• +۳ مورد دیگر

PD Dr. Kerstin Drossel is a Senior Academic Councillor at the University of Paderborn's Institute of Educational Science, where she researches digital transformation in education. Her work spans digital media integration, teacher professional development, and educational equity. She leads major projects including ICILS 2023-NRW and the Horizon 2020 DigiGen initiative. Research Focus: Her studies examine how digital tools reshape teaching practices, school leadership dynamics, and educational outcomes, with emphasis on reducing social disparities through technology-enabled learning environments. Publications: Recent works analyze school resilience in digital contexts, video-based studies of classroom practices, and international assessments of computational thinking competencies. Awards & Recognition: Poster Prize, AEPF Conference 2017 DGS Foundation Research Award 2015 DAAD-funded research exchanges Grants & Leadership: Secured over €2 million in funding from BMBF, EU Horizon 2020, and NRW ministries. Leads cross-national teams in educational technology research and serves on scientific committees including DGfE and EARLI.

• Professional Research in Education
• Inquiry-Based Learning
• Childhood Research
• +۴ مورد دیگر

Katrin Glawe serves as a Research Associate and PostDoc in Primary School Pedagogy and Early Childhood Education at the University of Paderborn's Faculty of Cultural Sciences. She leads the Primary School Pedagogy and Early Childhood Education Research Group and participates in multiple university working groups including Innovative Teaching, Practical Semester, Video Portal (which she founded), and DH.NRW@UPB. Her research focuses on the intersection of educational digitization and inclusive teaching practices. Key areas include professional research in education, inquiry-based learning methodologies, research with children, and sustainable education development. Dr. Glawe is currently completing her habilitation on 'Professionalization for Inclusion and Digitalization through innovative university teaching concepts,' which examines how digital tools can enhance inclusive educational practices in teacher training. Recent publication trends show strong emphasis on Open Educational Resources implementation, video-based teaching settings, and interdisciplinary approaches to sustainable education in early childhood contexts. Her work consistently bridges childhood research with primary school pedagogy through collaborative university-practice networking. Dr. Glawe has secured significant research funding through projects including Inklud-e (2019-2022), funded by the University of Paderborn's quality improvement funds; inklud.nrw (2020-2022), supported by the NRW Ministry of Culture and Science; and InDigO (2021-2023), part of the ORCA.NRW initiative. These projects demonstrate sustained external funding for her innovative approaches to teacher education. Her teaching portfolio spans over a decade, with consistent offerings in primary education methods, qualitative diagnostics in early childhood settings, and research with children. Current courses include Learning in Primary School (preparation for practical semester), Education and Upbringing in Primary School, and Accompanying Research Seminar in Primary School Educational Science.

Petra Gretschمشاهده پروفایل

استاد

• Linguistics
• Language Didactics
• Language Acquisition
• +۷ مورد دیگر

Petra Gretsch is a Professor of Linguistics and Language Didactics at the Institute for German Language and Literature at Pädagogische Hochschule Freiburg, where she has held a professorship since 2010. Her academic career spans over 25 years, including positions as Junior Professor (2009-2010), Academic Staff Member (2008-2009), and research roles at the Max Planck Institute for Psycholinguistics in Nijmegen (1998-2005). She completed her PhD with distinction in 2000 at the University of Tübingen. Her educational background includes a Master's degree from the University of Tübingen (1994) with top grades in all subjects, where she studied General Linguistics (major), Psychology and Computer Science (minors), with additional studies at the University of Edinburgh. Her academic journey began with research assistant work within the DFG project on complex syntax acquisition at the University of Tübingen (1990-1993). Professor Gretsch's research focuses on linguistics and language didactics, particularly continuous language education across educational transitions. Her work examines three dimensions: vertical (educational biography transitions), horizontal (institutional cooperation), and diagonal (multilingualism as a resource). She investigates language acquisition from early childhood through school transitions, with special attention to visual literacy in language learning and language-sensitive teaching across subject areas. Her recent publications (2023-2025) show consistent output in language education, with a focus on language assessment, inclusive education, and digital learning tools. These works demonstrate her commitment to practical applications of linguistic research in educational settings, particularly regarding language support for diverse learners and subject-specific language development. PhD with distinction (s.c.l.) in 2000 Scientific Advisory Board Member of Goethe Institute (since 2024, elected deputy chairperson 2024-2027) Scientific Advisory Board Member of Central Office for Foreign Schools (since 2020) Scientific Advisory Board Member of Daimler and Benz Foundation (2015-2021) Professor Gretsch leads the 'Durchgängige Sprachbildung Freiburg' project (since 2012), which has developed a comprehensive framework for continuous language education across institutional transitions. She also co-leads the Erasmus+ IDE project (2024-2027) on interpreter-mediated deaf education and participates in the STELT project strengthening German language teacher education in Norway. Her international collaborations include work with institutions across Europe, Asia, and South America through the Goethe Institute and ZfA. She directs research on practical applications of language education theory, with particular focus on developing accessible language learning materials like the 'Boto' framework for children aged 3-11, and creating tools for language assessment and support in inclusive educational settings.

• Second Language Acquisition
• Multilingualism
• Language Didactics
• +۷ مورد دیگر

Professor Zeynep Kalkavan-Aydin is a distinguished academic at Pädagogische Hochschule Freiburg, where she serves as Professor for German as a Foreign and Second Language and Head of Bachelor's and Master's Degree Programs in this field. She is also Deputy Institute Director at the Institute for German Language and Literature and holds several significant leadership roles including Member of the Senate Committee for International Affairs and Directorium Member of the Language Center. Her international collaborations span across Jordan, Colombia, Bolivia, and Turkey, with particular emphasis on the DAAD|BMBF-funded 'International Graduate School German as a Foreign Language' partnership with German Jordanian University. Professor Kalkavan-Aydin's research centers on multilingualism in educational contexts, with specific focus on how students' entire linguistic repertoires can be leveraged as resources in German language teaching. Her work examines translanguaging practices, multilingual scaffolding strategies, literacy acquisition in multilingual settings, and teacher professionalization. She approaches multilingualism not as a challenge to be overcome but as a valuable asset that enhances cognitive processing and language development when strategically integrated into pedagogical practices. Her extensive publication record demonstrates consistent productivity with numerous high-impact publications in 2024-2025, particularly focusing on multilingual classroom interaction, professional development for language teachers, and language education for professional contexts. Her research employs rigorous video-based classroom analysis to document authentic teaching practices and their impact on student learning in multilingual environments. DAAD|BMBF funding for 'International Graduate School German as a Foreign Language' (2020-2026) Ministry of Science, Research and Arts Baden-Württemberg funding for 'Professional Teaching Perception in Vocational Teaching' Erasmus+ funding for 'Integration of Language and Subject Learning in Multilingual Settings' As a supervisor, Professor Kalkavan-Aydin leads the Joint PhD Program 'German as a Foreign Language' between PH Freiburg and German Jordanian University, currently mentoring six doctoral candidates. Her supervision style emphasizes empirical classroom research, with particular focus on video-based analysis of multilingual interaction patterns. She actively involves her students in international research collaborations and professional development networks, providing them with opportunities to present at major conferences and publish in high-impact journals. Professor Kalkavan-Aydin leads the Multilingual Classroom Interaction (MuCI) Research Group, which conducts video-based studies of language teaching practices across different educational contexts. Her team develops professional learning communities where teachers collaboratively analyze classroom videos to enhance their professional perception of multilingual interaction patterns. The group's work bridges theoretical research and practical application, creating resources for teacher training that are directly informed by empirical classroom observations.