Draft:Thorsten Bohl

Thorsten Bohl (* 1965) is a German educational scientist and Professor of Educational Science with a focus on school pedagogy at the Institute of Educational Science at the University of Tübingen since 2007.

Life
Thorsten Bohl studied to become a teacher and obtained his Master's degree in Heidelberg and worked for several years as a teacher at a secondary school, teaching English, mathematics and sport. In 1997, he graduated from the University of Tübingen with a degree in education, specializing in school pedagogy.

He completed his doctorate in 2000 with a thesis on 'Teaching methods at secondary schools'. In 2004, he habilitated at the University of Tübingen with a cumulative habilitation thesis on 'Reformpädagogik und Leistungsbeurteilung. A historical, theoretical-systematic, methodological-didactic and empirical study'. From 2004 to 2007, he worked as a professor of school  pedagogy at Weingarten University of Education. During this time, he was Director of the Centre for School Development and Professionalization and, together with colleagues from Switzerland and Austria, he established the international Master's degree course in School Development.

In 2007, he accepted an appointment as Professor of Educational Science at the University of Tübingen. In the following years, he received appointments at the universities of Jena, Bonn and Basel but accepted offers to stay at the University of Tübingen. Since 2015, he has been the founding director of the Tübingen School of Education, a central academic institution for teacher training at the University of Tübingen. Thorsten Bohl has been a member of the German School Award jury since 2021 and was designated as its chairman in 2022.

Research
Thorsten Bohl works in empirical and theory-based research projects and has led numerous research and development projects. His research focuses on teaching and school research and teacher training research. He deals with questions of development of teaching, schools and school systems.

Since 2000, he has led the research projects 'New forms of performance assessment'; ‚Expertise Gemeinschaftsschule‘; ‚Acquisition of professional knowledge on cognitive activation using own and other people's teaching videos' as part of the DFG Research Unit Tübingen ‚Analysis and promotion of effective teaching-learning processes (FG 738)‘ and ‚'Scientific support for Gemeinschaftsschulen Baden-Württemberg (WissGem)‘. In his role as Director of the Tübingen School of Education, he has played a leading role in applying for numerous projects since 2015, including several as part of the 'Qualitätsoffensive Lehrerbildung' (BMBF).

Publications

 * Bohl, T./Syring, M./El Damaty, Yusef/Fischer, S./Kähne, L. (2023): Education at the Refugee Camps. Final Report oft the Project 'School Development at Refugee Camps: Status and Perspectives of Our Bridge in Kurdistan/Northern Iraq (SchoolDeCe)'. Tübingen: Tübingen Library Publishing. Open Access: http://dx.doi.org/10.15496/publikation-85122
 * Führer, C./Magirius, M./Bohl, T./Grewe, B.-S./Polleichtner, W./Ulfat, F. (2023) (Hrsg.): Relativität und Normativität von Beurteilungen. Fachübergreifende und fachspezifische Analysen. Tübingen: Tübingen Library Publishing. Open Access: http://dx.doi.org/10.15496/publikation-85924
 * Hofmann, E./Mavhunga, E./Bohl, T./Maringe, F./Diekmann, D. (Eds.) (2023): Teacher Education in South Africa and Germany. Shared perspectives on national and global questions. Results of the collaborative work between Wits School of Education and Tübingen School of Education. Tübingen: Tübingen University Press. Open Access: http://dx.doi.org/10.15496/publikation-76504
 * Syring, M./Beck, N./Bohl, T./Tesch, B. (2023): Klasse 6b. Eine Unterrichtswoche. Bildungswissenschaftliche und fachdidaktische Analysen. Tübingen: TUP-Verlag, ISBN 978-3-947251-62-9. DOI:10.15496/publikation-75461
 * Beck, N./Bohl, T. (2023): Transformationen in der Lehrerbildung. Fragen und Herausforderungen der Governance und Profilierung am Beispiel der Tübingen School of Education – eine Zwischenbilanz. In: Bildung und Erziehung. 76. Jg./Heft 2, S. 174–188
 * L. Sibley, A. Fabian, Ch. Plicht, Ch. Wettke, I. Backfisch, T. Bohl, A. Lachner (2023): Gestaltung adaptiver Lernumgebungen mit Hilfe digitaler Medien Ein Werkstattbericht aus dem Tübinger Entwicklungs- und Forschungsprojekt „DiA:GO“. In: Lehren und Lernen. Heft 2,49. Jg. / S. 29–33
 * Beutel, S.-I./Bohl, T./Bräu, K./Feindt, A./Häcker, T. (2022): Leistung: Ermöglichen und Beurteilen. Friedrich Jahresheft 40. Seelze: Friedrich Verlag
 * Syring, M./Bohl, T./Lachner, A. (2022): Digitalisierung in der Schule. Vorschlag eines systematisierenden Rahmenmodells aus schulpädagogischer Perspektive. In: Zeitschrift für Bildungsforschung. 12. Jg./Heft 1, https://doi.org/10.1007/s35834-022-00340-y
 * Bohl, T. (2022): Schnell mal differenzieren? Ausgewählte Grundlagen und didaktische Implikationen eines forschungsbasierten Umgangs mit Heterogenität. In: Schulmagazin 5–10. 90. Jg./Heft 7/8, S. 4–7
 * Beck, N./Bohl, T./Meissner, S. (Hrsg.) (2021): Vielfältig herausgefordert. Forschungs- und Entwicklungsfelder der Lehrerbildung auf dem Prüfstand. Tübingen: Tübingen University Press. Open Access: https://publikationen.uni-tuebingen.de/xmlui/handle/10900/111265
 * Bohl, T./Budde, J./Rieger-Ladich, M. (Hrsg.) (2023): Umgang mit Heterogenität in Schule und Unterricht. Bad Heilbrunn: Klinkhardt/UTB, 2. überarbeitete Auflage
 * Syring, M./Bohl, T./Treptow, R. (2016): YOLO – Jugendliche und ihre Lebenswelt verstehen. Weinheim und Basel: Beltz
 * Bohl, T. (2018): Wissenschaftliches Arbeiten im Studium der Erziehungs- und Bildungswissenschaften. Weinheim und Basel: Beltz, 4. vollständig überarbeitete Auflage
 * Bohl, T./Harant, M./Wacker, A. (2015): Schulpädagogik und Schultheorie. Bad Heilbrunn: Klinkhardt