"My research focuses, amongst other things, on the question of what constitutes successful training for history teachers, what structures are necessary, and what contribution university lecturers can and should make to preparing students for their profession in a practice-oriented manner. This also involves examining how society engages with the past through media representations, particularly in the digital context: here, it is especially important to me to highlight the societal value of historical methods of inquiry – that is, (digital) source criticism – in identifying and understanding disinformation and fake news, particularly in the context of democracy education.
As a profession-oriented, i.e. career-focused, training programme for history teachers entails an interdisciplinary approach, I attach particular importance to personal contacts with related academic disciplines, such as educational sciences and historical research, as well as with schools and extracurricular historical learning venues, in order to be able to train students with a view to current societal needs."
Current research focuses include coherence research and the professionalisation of history teachers, digitality in cultural history institutions (e.g. AR/VR) and history-related media education (e.g. dealing with disinformation, fact checking).
