Tobias Ulrich Kärner

Full Professor

University of Hohenheim

Germany

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Tobias Ulrich Kärner is a Full Professor at the University of Hohenheim in Germany. His research encompasses various aspects of educational participation and vocational training, focusing on topics such as student participation in higher education, the relationship between trainees and mentors, and emotional exhaustion among pre-service teachers. Recent articles by Professor Kärner explore the validation of questionnaires related to participation and the impact of emotional states in vocational teacher training.

Articles (19)

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2025

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2021

Collaborators (3)

Linda Schürmann

University of Koblenz

GERMANY

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Axinja Hachfeld

Interims Professor (W3)

University of Konstanz

GERMANY

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Elisabeth Maue

University of Konstanz

GERMANY

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Tobias Ulrich Kärner

Research Interests

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Articles (19)

Antinomische Spannungsfelder als berufstypische Anforderungen im Lehrberuf: Operationalisierung und psychometrische Validierung eines Fragebogens

The instrumentalization of self-determined participation and apprenticeship-related interest — or: how organizations can best get rid of their apprentices

Partizipation in der Hochschullehre: Entwicklung und Validierung eines Fragebogens zur Erfassung studentischer Partizipationsmöglichkeiten

Partizipation im Unterricht: Entwicklung eines Fragebogens zur Erfassung von lernerseitigen Partizipationsmöglichkeiten aus der Perspektive von Lernenden und Lehrenden

What you think is what you feel: Immigration-related value beliefs predict emotional exhaustion in pre-service teachers

A network model of stress contagion: evidence from the vocational classroom

Between Trust and Ambivalence: How Does Trainee Teachers’ Perception of the Relationship With Their Mentors Explain How Trainee Teachers Experience Their Work?

Participation, motivation, and emotional states in the course of VET teacher training: results of an 18-months longitudinal study

A Scoping Review on the Hidden Curriculum in Education

Participation in the classroom as a basis for democracy education? A conceptual analysis of the concept of student participation

Professional identification in the beginning of a teacher’s career: a longitudinal study on identity formation and the basic psychological need for autonomy in VET teacher training

Partizipation in Lehr-Lern-Arrangements: Literaturreview und kritische Würdigung des Partizipationskonzepts

Need strength, perceived need support, stress symptomatology, and performance in the context of oral exams: A typological approach

Die professionelle pädagogische Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor oder Ressource?

The professional pedagogical relationship between trainee teachers and their mentors: stress factor or resource?

A social perspective on resilience: social support and dyadic coping in teacher training

Teachers’ experienced classroom demands and autonomic stress reactions: results of a pilot study and implications for process-oriented research in vocational education and training

Zusammenhänge zwischen verhaltensbezogenen und somatischen Facetten von Resilienz bei Arbeitnehmern/-innen der Automobilzuliefererindustrie

Between Adaptation and Resistance: A Study on Resilience Competencies, Stress, and Well-Being in German VET Teachers

Collaborators (3)

Linda Schürmann

Axinja Hachfeld

Elisabeth Maue

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