• Professional vision / visual expertise in teaching contexts
• Eye-tracking technology
• Video-based learning and teaching 
• Implicit and explicit attitudes towards heterogeneity in classrooms

April 2022 - date        Research associate & Doctoral student

2023-2025                  JURE-Coordinator of the Special Interest Group (17) "Methods in Learning Research"

2021                           Research internship, Leibniz-Institut für

                                   Bildungsforschung & Bildungsinformation (DIPF) in Frankfurt am Main
2020-2022                  Master of Arts, Reasearch in Learning and Teaching, University of Augsburg 
2016-2020                  Bachelor of Education & 1. State Examination, Teacher education program for

                                   elementary schools, University of Augsburg

Conference Paper (Peer-Reviewed)

Gabel, S., & Gegenfurtner, A. (2024, September). Does pre-service teachers’ gaze in the classroom reflect their attitudes towards gender? Paper presented at the EARLI SIG 4 & 17 Conference, Utrecht, the Netherlands

Gabel, S., & Gegenfurtner, A. (2024, September). Multi- and mixed-method designs to measure training transfer: Training teachers’ digital competencies. Paper presented at the EARLI SIG 4 & 17 Conference, Utrecht, the Netherlands.

Gabel, S., Keskin, Ö., Alijagic, A., & Gegenfurtner, A. (2024, August). Does students’ ethnicity and gender matter? Pre-service teachers’ attitudes and gaze behavior. Paper presented at the EARLI SIG 11 & 13 Conference, Oxford, United Kingdom.

Gabel, S., Alijagic, A., Keskin, Ö., Gegenfurtner, A. (2024, June). Pre-service teachers’ attitudes towards heterogeneity: Connections with their gaze. Paper presented at the JURE 2024 conference, Sevilla, Spain.

Gabel, S., Alijagic, A., Keskin, Ö., & Gegenfurtner, A. (2024, June). Does pre-service teachers’ gaze in the classroom reflect their attitudes towards gender? Poster presented at the JURE 2024 conference, Sevilla, Spain.

Keskin, Ö, Gabel, S., Stahnke, R., & Gegenfurtner, A. (2024, March). Noticing-Fähigkeit von Lehrkräften auf Geschlechter von Schüler*innen. Paper presented at the 11th conference of the Gesellschaft für Empirische Bildungsforschung (GEBF), Potsdam, Germany.

Gegenfurtner, A., Alijagic, A., Gabel, S., & Keskin, Ö. (2023, September). Implizite und explizite Einstellungen von Lehramtsstudierenden zu Migrationshintergrund und sexueller Orientierung.Paper presented at the AEPF 2023 conference, Potsdam, Germany.

Keskin, Ö, Gabel, S., Stahnke, R., & Gegenfurtner, A. (2023, September). Welche Bedeutung hat das Geschlecht von Schüler*innen für das Noticing von angehenden und erfahrenen Lehrkräften? Poster presented at the AEPF 2023 conference, Potsdam, Germany.

Gabel, S. & Gegenfurtner, A. (2023, August). Prompts vs. Specific Task Instruction: An Eye-Tracking Study to Promote Professional Vision. Paper presented at the Junior Researcher (JURE) conference of EARLI, Thessaloniki, Greece. 

Gabel, S., & Gegenfurtner, A. (2023, August). Promoting professional vision through minimal intervention: An eye-tracking study. Paper presented at the EARLI 2023 conference, Thessaloniki, Greece.

Gegenfurtner, A., Alijagic, A., Gabel, S., Keskin, Ö., Neubauer, J., & Dresel, M. (2023, August). Implicit and explicit attitudes of pre-service teachers: The case of ethnicity and sexuality. Paper presented at the EARLI 2023 conference, Thessaloniki, Greece.

Gabel, S., & Gegenfurtner, A. (2023, April). Enhancing pre-service teachers’ professional vision: Is there a difference between providing specific tasks and prompting? Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, USA.

Gabel, S., & Gegenfurtner, A. (2023, March). Minimalintervention zur Förderung der professionellen Wahrnehmung von Lehramtsstudierenden. Paper presented at the 10th conference of the Gesellschaft für Empirische Bildungsforschung (GEBF), Essen, Germany.

Gabel, S., & Gegenfurtner, A. (2023, February). Prompts vs. spezifische Aufgabenstellung: Eine Eye-Tracking Studie zur Förderung der professionellen Wahrnehmung. Paper presented at the GEBF 2023 Nachwuchstagung, Essen, Germany.

Gegenfurtner, A., Keskin, Ö., Neubauer, J., & Gabel, S. (2022, September). Social contact predicts teacher attitudes towards student heterogeneity. Paper presented at the EARLI SIG 10, 21 & 25 conference, Belgrade, Serbia.

Journal Articles and Book Chapters

Gabel, S., Keskin, Ö., & Gegenfurtner, A. (in press). Comparing the effects of a specific task instruction and prompts on pre-service teachers’ noticing of classroom management situations. Zeitschrift für Erziehungswissenschaft.

Gabel, S., Keskin, Ö., Kollar, I., Lewalter, D., & Gegenfurtner, A. (2023). Guiding pre-service teachers' visual attention through instructional settings: An eye-tracking study. Frontiers in Education, 8, 1282848. https://doi.org/10.3389/feduc.2023.1282848

Gegenfurtner, A., Hartinger, A., Gabel, S., Neubauer, J., Keskin, Ö., & Dresel, M. (2023). Teacher attitudes toward lesbian, gay, and bisexual students: Evidence for intergroup contact theory and secondary transfer effects. Social Psychology of Education. https://doi.org/10.1007/s11218-022-09756-w

Keskin, Ö., Gabel, S., & Gegenfurtner, A. (2023). Das Blickverhalten von Lehrpersonen und Lernenden in schulischen Erklärsituationen. In J. v. Dall`Armi (Ed.), Erklären als zentrales Vermittlungskonzept der Bildungswissenschaften und Fachdidaktiken. Beltz.

Keskin, Ö., Gabel, S., Kollar, I., & Gegenfurtner, A. (2023). Relations between pre-service teacher gaze, teacher attitude, and student ethnicity. Frontiers in Education, 8, 1272671. https://doi.org/10.3389/feduc.2023.1272671.