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Prof. Dr. Iris Winkler
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Office Hours:
by arrangement
(email: kerstin.wuthenow@uni-jena.de)

iris.winkler@uni-jena.de

Phone +49. 3641. 9442 80

Fax +49. 3641. 9442 52

Biography

Prof. Dr. Iris Winkler is professor for German Language and Literature Education (L1) at the Friedrich Schiller University, Jena, Germany. In her research, she explores teaching and learning processes in the literature classroom, the professional development of prospective German teachers and the impact of tasks on cognitive activation (KoALa). In her latest projects, Iris Winkler is particularly interested in the question of how digital tools and environments can be used to intensify the relationship between theory and practice in teacher training (OVID-PRAX, DiLe). Apart from her research, Iris Winkler is Vice-President for Learning and Teaching at the Friedrich Schiller University and advocates for better teaching and learning conditions. In her own teaching, she wants to convince her students that scientific knowledge can open up new ways of dealing with and reflecting on challenges at their future workplaces.

Selected Publications

  • Winkler, I., Fischer, A. Krause, U.-M. & Specht, B. (2020). Teacher education in the fields of German and mathematics: Facets of pedagogical content knowledge from an interdisciplinary perspective. RISTAL, 3, 68–85. https://doi.org/10.23770/rt1833
  • Winkler, I. (2020). Cognitive activation in L1 literature classes. A content-specific framework for the description of teaching quality. L1-Educational Studies in Language and Literature, 20, 1-32. https://doi.org/10.17239/L1ESLL-2020.20.01.03
  • Winkler, I. (2019). Zwei Welten!? – Inwieweit das Studium der Fachdidaktik Deutsch zur Professionalisierung angehender Lehrpersonen beitragen kann. [Different logics. To what extent can academic studies in L1 education enhance professional competencies of future teachers?]. Didaktik Deutsch, 46, 64-82.
  • Gröschner, A., Klaß, S., & Winkler, I. (2019). Lernbegleitung von Langzeitpraktika – Konzeption und Designelemente einer hochschuldidaktischen Intervention mittels Unterrichtsvideos. [Mentoring field experience – Concept and design principles of a video-based intervention in teacher education]. In J. Košinàr, A. Gröschner, & U. Weyland (Eds.), Langzeitpraktika als Lernräume. Historische Bezüge, Konzeptionen und Forschungsbefunde. (pp. 85-101). Münster, New York: Waxmann.
  • Winkler, I. (2017). Potenzial zu kognitiver Aktivierung im Literaturunterricht. Fachspezifische Profilierung eines prominenten Konstrukts der Unterrichtsforschung [Potential for cognitive activation in literature classes. Content-specific profile of a prominent construct of empirical classroom research]. Didaktik Deutsch, 43, 78–97.
  • Winkler, I. (2015). “Subjektive Involviertheit und genaue Wahrnehmung miteinander ins Spiel bringen”. Überlegungen zur Spezifikation eines zentralen Konzepts für den Literaturunterricht [Bringing into an interplay personal involvement and careful reading. Considerations on the specification of a key concept of literature teaching]. Leseräume, 2, 155–168.
  • Tainio, L. & Winkler, I. (2014). The construction of ideal reader in German and Finnish textbooks for literacy education. L1-Educational Studies in Language and Literature, 14, 1-25. DOI 10.17239/L1ESLL-2014.01.05
  • Winkler, I. (2011). Aufgabenpräferenzen für den Literaturunterricht. Eine Erhebung unter Deutschlehrkräften [Task preferences for teaching literature. A study among German L1 teachers]. Wiesbaden: VS. https://doi.org/10.1007/978-3-531-92698-8

Research Projects

  • Online-based Video Feedback in Teaching Practicum (OVID-PRAX)
  • Cognitive Activation through Tasks in Literature Classes (KoALa)
  • International Research Programme on Noticing and Documenting in Elementary Education