Focus of Research

• Evaluation Research in the Demokratie leben! programme
• Handling politically controversial issues in edcuation
• Digital Citizenship Education

Professional Career

Academic Education

Publications

Articles in Peer-Reviewed Journals

Kindlinger, M., Krebs, O., Achenbach-Carret, C. & Hahn-Laudenberg, K. (2025). Prompt Dir Deine Meinung. Anforderungen an KI-Kompetenzen von Lehrkräften in der Demokratiebildung. Zeitschrift für Pädagogik und Theologie, 77(4). 348–361. https://doi.org/10.1515/zpt-2025-2038 

Kindlinger, M. & Hahn-Laudenberg, K. (2025). Teaching about teaching controversial issues: Insights from two teacher education courses on controversial issues across school subjects. Education, Citizenship and Social Justice, 0(0). https://doi.org/10.1177/17461979251356895   

Hartmann, U.*, Kindlinger, M.*', Trempler, K., Molitor, A.-L., & Fives, H. (2025). Reflecting on teaching together and alone: preservice teachers’ processes of knowledge construction in writing and discussion. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1668962 (* Shared first authorship; ' Corresponding author)

Kindlinger, M. & Hahn-Laudenberg, K. (2024). ChatGPT – Herausforderungen der schulischen Demokratiebildung. Pädagogische Rundschau, 78(6/2024), 711–721. https://doi.org/10.3726/PR062024.0062   

Huschle, L., Kindlinger, M. & Abs, H. J. (2024). Personal responsibility and beyond: Developing a comprehensive self-assessment tool for digital citizenship literacy. Weizenbaum Journal of the Digital Society, 4(4). https://doi.org/10.34669/wi.wjds/4.4.5

Kindlinger, M., Anderson-Park, E. & Abs, H. J. (2023). Evaluation eines internationalen Trainingsprogramms für Mentor:innen von Lehrkräften an benachteiligten Schulen: Wie verändern sich Mentoringpraktiken? [Evaluation of an international training program for mentors of teachers in disadvantaged schools: How do mentoring practices change?]. Lehrerbildung auf dem Prüfstand, 16(2), 184-203. https://doi.org/10.62350/TVTK2546  

Kindlinger, M. & Hahn-Laudenberg, K. (2023). German preservice teachers’ stances on criteria for discussing controversial issues in the classroom. The Journal of Social Studies Research, 47(3–4), 197–209.
https://doi.org/10.1177/23522798231206194  

Schellenbach-Zell, J., Molitor, A.-L., Kindlinger, M., Trempler, K. & Hartmann, U. (2023). Wie gelingt die Anregung zur wissensbasierten Reflexion? Die Bedeutung von Prompts und Feedback [How can knowledge-based reflection be encouraged? The importance of prompts and feedback]. Zeitschrift für Erziehungswissenschaft, 26, 1189–1211. https://doi.org/10.1007/s11618-023-01189-1  

Anderson-Park, E., Kindlinger, M., van Veldhuizen, M. & Abs, H. J. (2023). Differentiating the idea of disadvantaged schools in a European context as a basis for remedial interventions. Zeitschrift für Bildungsforschung, 13, 259–283. https://doi.org/10.1007/s35834-023-00393-7  

Kindlinger, M. & Hahn-Laudenberg, K. (2023). Prozesse epistemischer Veränderung in der Auseinandersetzung mit einem komplexen Unterrichtsfall [Processes of epistemic change in dealing with a complex teaching case]. Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung und Diskussion, 6(1), 18–35. https://doi.org/10.11576/hlz-5400

Molitor, A.-L., Kindlinger, M., Trempler, K., Schellenbach-Zell, J. & Hartmann, U. (2022). Wie gehen Lehrkräfte bei der Reflexion pädagogischer Situationen mit Literaturquellen um? Vorstellung eines Kodierschemas [How do teachers use literature sources when reflecting on pedagogical situations? Presentation of a coding scheme]. Lehrerbildung auf dem Prüfstand, 15(1). 137–153.  

Kindlinger, M. (2021). Meta-reflexivity and epistemic cognition in social science teacher education. Journal of Social Science Education, 20(3). 29–54. https://doi.org/10.11576/jsse-4087

Hartmann, U., Kindlinger, M. & Trempler, K. (2021). Integrating information from multiple texts relates to pre-service teachers’ epistemic products for reflective teaching practice. Teaching and Teacher Education, 97. https://doi.org/10.1016/j.tate.2020.103205  
 

Articles in Anthologies with Peer or Editor Review

Kindlinger, M. & Huschle, L. (upcoming/2026). Chasing Currents: The Challenges of Evaluating AI Literacy in the Context of Civic and Citizenship Education. In O. Kleist, M. Weiberg & S. Müller (Eds.) Künstliche Intelligenz in der Evaluation: Auf dem Weg zur Automatisierung der demokratiepolitischen Programme?

Kindlinger, M. & Hahn-Laudenberg, K. (upcoming). Reflective balance – a guiding ideal for teacher education? In J. Drerup, D. Yacek & D. Gronostay (Eds.), Teaching Controversy: The Politics and Ethics of Classroom Conflict. Oxford University Press.

Kindlinger, M. & Schmidt, A. (upcoming). Kontroversität nicht vereinseitigen [Against one-sided understandings of controversy]. To be included in an anthology Kontroversität in Bildung und Unterricht. Barbara Budrich.

Kindlinger, M. (2025). Meta-Reflexive Lehrkräfteprofessionalisierung. Eine Orientierung für die Politikdidaktik und Demokratiebildung? [Meta-reflexive teacher professionalization. A guide for civic education didactics and democracy education?]. In S. Ihle & I. Juchler (Eds.), Ethische Grundlagen politischer Bildung (pp. 173–181). Wochenschau.

Kindlinger, M. & Hahn-Laudenberg, K. (2024). Critical Incidents im sozialwissenschaftlichen Fachunterricht [Critical incidents in social science education]. In D. Gronostay, S. Manzel, K. Hahn-Laudenberg & J. Teuwsen (Eds.), Professionelle Unterrichtswahrnehmung im sozialwissenschaftlichen Fachunterricht (pp. 87–107). Springer Nature. https://doi.org/10.1007/978-3-658-41829-8_5  

Kindlinger, M. & Hahn-Laudenberg, K. (2024). Vorstellung LArS-Modul C: Critical Incidents [LArS Module C: Critical Incidents]. In D. Gronostay, S. Manzel, K. Hahn-Laudenberg & J. Teuwsen (Eds.), Professionelle Unterrichtswahrnehmung im sozialwissenschaftlichen Fachunterricht (S. 179–197). Springer Nature. https://doi.org/10.1007/978-3-658-41829-8_9

Kindlinger, M. (2023). Meta-Reflexivität und Didaktik der politischen Bildung Meta-reflexivity and the didactics of civic education]. In C. Cramer (Ed.), Meta-Reflexivität und Professionalität von Lehrpersonen. Theorieentwicklung und Forschungsperspektiven (S. 255–270). Waxmann. https://doi.org/10.31244/9783830998068.14  

Other Academic Publications

Kindlinger, M. & Abs, H. J. (2025). Entwicklung eines KI-Kompetenzprofils aus Perspektive der politischen Bildung. PrEval Studie 2/2025. https://doi.org/10.48809/PrEvalStu2502

Kindlinger, M. (2025). Wo setzen wir die Grenzen von Kontroversität? Eine Diskussion von vier Szenarien. Politisches Lernen, 43(1+2). 38–45. https://doi.org/10.3224/pl.v43i1-2.09  

Kindlinger, M., Huschle, L. & Abs, H. J. (2025). Entwicklung eines integrierten Modells und Selbsteinschätzungsinstruments für Digital Citizenship Literacy. PrEval Studie 1/2025. https://doi.org/10.48809/PrEvalStu2501  

Kober, M., Rahlf, L., Logvinov, M., Junk, J., Becker, H. & Kindlinger, M. (2024). Bericht der Zukunftswerkstatt Evaluationsdatenbank [Report by the development group “evaluation database”]. Report for the PrEval project. https://preval.hsfk.de/fileadmin/PrEval/Bericht_ZW_Evaluationsdatenbank.pdf

Anderson-Park, E., van Veldhuizen, M., Kindlinger, M. & Abs, H. J. (2024). Final evaluation report of the NEST project: Implementation and effects of an adaptive mentor training programme for novice teachers at disadvantaged schools in seven European education systems. Universität Duisburg-Essen. https://doi.org/10.17185/duepublico/81479   

Kindlinger, M., Anderson-Park, E. & Abs, H. J. (2023). Interim results of the NEST project: An evaluation of the mentor training programme and of adaptive mentoring from the perspectives of mentors and novice teachers. Universität Duisburg-Essen. https://doi.org/10.17185/duepublico/78699   

Hahn-Laudenberg, K. & Kindlinger, M. (2023). Kompetenter Umgang mit Krisen. Gesellschaftliche Anforderungssituationen in Schule und Unterricht [Competent crisis management. Societal challenges in schools and teaching]. Wirtschaft & Politik, (1/2023).

Other

Selected International Conference Presentations

(see further presentations and workshops at https://www.uni-muenster.de/IfPol/personen/kindlinger.html) 

Kindlinger, M. (2025, June). Bridging Divides: Translational Strategies in Civic Education for Polarized Classrooms. Presentation at the founding meeting of the European Seminars in Philosophy of Education (ESPE), June 3-4 in Utrecht.

Kindlinger, M. (2025, April). Conceptualisations of Digital Citizenship Competence. How Varying Ideas of Digital Citizenship Shape Programme Evaluation. Presentation and panel discussion as part of a Peer Learning Activity of the European Education Area Working Group on Equality and Values (European Commission), hosted by the Ministry of National Education of Türkiye on April 7-8 in Ankara.

Kindlinger, M. (2024, October). Navigating Controversial Issues in the Classroom: Challenges and Implications for Teacher Education. Presentation in the LEARN! Research Seminar on October 8. at the Vrije Universiteit Amsterdam.

Kindlinger, M. & Hahn-Laudenberg, K. (2024, August). Balance within Limits: Examining Preservice Teachers' Approaches to Controversial Issues. Paper presentation at the European Conference on Educational Research (ECER), August 27.-30. in Nicosia, Cyprus.

Anderson-Park, E., Kindlinger, M., van Veldhuizen, M. & Abs, H. J. (2024, August). Effects of an Adaptive Mentoring Program on Mentors’ Mentoring Practices and Novice Teachers’ Perception of Mentoring. Paper presentation at the European Conference on Educational Research (ECER), August 27.-30. in Nikosia, Cyprus.

Schmidt, A., Kindlinger, M. & von Stietencron, C. (2024, August). Meta-Reflexivity and Openness to Controversy in the Classroom. Paper presentation at the conference of the SIG13 (Moral and Democratic Education) within the European Association for Research on Learning and Instruction (EARLI), August 12.-14. in Oxford, United Kingdom.

Kindlinger, M. & Hahn-Laudenberg, K. (2024, August). Teaching About Teaching Controversial Issues. Paper presentation at the conference of the SIG13 (Moral and Democratic Education) within the European Association for Research on Learning and Instruction (EARLI), August 12.-14. in Oxford, United Kingdom.

Kindlinger, M. & Hahn-Laudenberg, K. (2023, September). Committed Balancing: A Guiding Ideal for Teacher Education? Paper presentation at the conference “Conflict and Controversy in the Classroom” at Vrije Universiteit Amsterdam, September 22.-23. in Amsterdam, Netherlands.

Kindlinger, M. (2023, August). Predicting Teacher Attrition at Disadvantaged Schools – Impact of a Mentoring Intervention. Poster presentation at the conference of the European Association for Research on Learning and Instruction (EARLI), August 22.-26. June in Thessaloniki, Greece.

Kindlinger, M.*, Hartmann, U., M., Molitor, A.-L., Trempler, K. & Fives, H. (2023, May). Measuring Epistemic Processes in Preservice Teachers’ Reflections of a Classroom Situation. Paper presentation at the yearly conference of the American Educational Research Association (AERA), May 4.-5. (Online).

Kindlinger, M., Trempler, K., Molitor, A.-L. & Hartmann, U. (2022, June). Examining epistemic processes when pre-service teachers reflect on a pedagogical situation – does the format of reflection make a difference? Paper presentation at the conference of the SIG 11 (Teaching and Teacher Education) within the European Association for Research on Learning and Instruction (EARLI), June 22.-24. in Oldenburg, Germany.

Peer Reviewing

Acta Politica – International Journal of Political Science (Springer Nature) | Education Sciences (MDPI) | Teaching and Teacher Education (Elsevier) | International Journal of Adolescence and Youth (Taylor & Francis) | Intercultural Education (SAGE) | Zeitschrift für Erziehungswissenschaft (Springer Nature) 

Membership in Academic Communities

Member of the scientific committee of the BAGSKOL Erasmus+ project

German Educational Research Association (DGfE/GERA), part of the European Educational Research Association (EERA) | German Political Science Association (DVPW/GPSA) | Society for Empirical Educational Research (GEBF) | Association for Civic Education Didactics and Civic Youth and Adult Education (GPJE) | German Association for Civic Education (DVPB)
 

Prizes and Awards

Literary Prize of the Community of Hard, Austria (2014) | Literary Prize of Northern Hesse, Germany (2014) | Cultural Prize of Wuppertal, Germany (2017)