In view of necessary strengthening of the training of future teachers, a multiprofessional team spanning several institutions and phases of teacher preparation developed a seminar for students in the field of English didactics  within the project "Theorie-Praxis-Verzahnung im ZZL-Netzwerk" of the „Quality Initiative for Excellence in Teacher Education“ at the Leuphana University of Lüneburg .

In a follow-up project, a demonstration project carried out in cooperation with QUA-LiS NRW (Qualitäts- und Unterstützungsagentur - Landesinstitut für Schule Nordrhein-Westfalen), the focus is on teachers currently in schools. The aim of this project is to develop an empirically validated blended learning format for the further development of multipliers (trainers/moderators) and  teachers with a focus on the critical topic of "Heterogeneity and Inclusion" in the key subject of English. The university seminar "Heterogeneity and Inclusion in the EFL Classroom" developed in the course of the aforementioned "Theorie-Praxis-Verzahnung im ZZL-Netzwerk” serves as a foundation for this subsequent initiative. The research instruments validated in connection with the empirical analysis of the university seminar are adapted for use here.

The entire project is divided into two consecutive projects.

1) Attitudes, beliefs and reflection skills of prospective English teachers (since 8/2017)

The accompanying research serves to empirically examine the effects of a dedicated university seminar with regard to attitudes towards inclusion, beliefs about foreign language learning and the development of reflective competence (further information)

2) QualiTIES: Analysis of a professional development program focusing on inclusive English teaching (from 2018-2020)

Empirical analysis of the professional development program, Qualifying Teachers for Innovative English Settings: English lessons in heterogeneous settings (https://www.qua-lis.nrw.de/)

This project is a demonstration project funded by the statewide agency for teacher professional development in North Rhine-Westphalia, which aims to develop an empirically based blended learning format to prepare multipliers (trainers/moderators) to offer digital professional development, and professional development for teachers in the area of "Heterogeneity and Inclusion" as regards English teaching and learning.

The deliberate connection between initial teacher training and in-service teacher training in this model project enables both trainers and teachers to profit from current didactic advancements in professional development  and teaching practice, in order to provide guidance in understanding and addressing instructional requirements of heterogeneous school classes, and in order to promote innovation and further development in the demanding field of teaching. The empirical research results generated in the pilot project will in turn provide impulses for research-based teaching development and contribute to the KMK's task of transferring research-based knowledge into educational institutions.

  • Concept development & empirical analysis of the blended learning professional development project
  • Intervention-based design surveying levels of knowledge and reflection as well as evaluating the effectiveness of the training
  • Empirical school development project: evaluating the implementation of the professional development initiative to strengthen inclusive English teaching


Prof. Dr. Torben Schmidt
Dr. David Gerlach
Dr. Bianca Roters
Dr. Carolyn Blume

Dr. Carolyn Blume has been Junior Professor at the TU Dortmund (DoKoLL: Dortmunder Kompetenzzentrum für Lehren und Lernen) since November 1st, 2020. Before, she was a research assistant in the Institute of English Studies in the field of English didactics at the Leuphana University Lüneburg. She holds a B.A. from Stanford University and an M.Ed. from Harvard University. Since January 2016, she had been working on the development of video-based learning modules for addressing heterogeneity and inclusion in English as a subject within the project “ZZL-Network” at the Center for Teacher Education (ZZL). The ZZL-Network is funded by the BMBF as part of the Quality Initiative for Excellence in Teacher Education. Ms. Blume's research interests are in the area of computer-based foreign language learning, teacher training for inclusion and issues of participation in English teaching and learning. Dr. Blume previously worked for nearly twenty years as a teacher and school district administrator in both the United States and Germany.

Dr. David Gerlach is a research assistant in the Institute of School Pedagogy (AG Fremdsprachenforschung) at the Philipps University of Marburg and served as the Chair of English Didactics at the University of Regensburg from 2017 to 2019. In his dissertation, he developed and evaluated a  concept for supporting English learners with reading and spelling difficulties. His habilitation project focused on the professionalization of prospective foreign language teachers in their preparatory service. His research focuses on learning difficulties in foreign language teaching (especially Reading-Spelling-Difficulties) and supporting learners in inclusive and heterogeneous teaching settings. Furthermore, he is interested in the professionalization processes of (prospective) teachers, especially their trainers, who shape these professionalization processes, as well as the construct of reflective competence. Together with Dr. Bianca Roters & Susanne Eßer, he is a founding member of the Network for Inclusive English Teaching (Link).

Prof. Dr. Torben Schmidt has been Professor of Didactics of English in the Institute of English Studies at the Leuphana University Lüneburg since 2011. His research and development interests are in the areas of video-based classroom research (e.g. multiview.leuphana.de), foreign language learning with digital media (focusing on Web 2.0 and speaking, adaptive computer-based activities, intelligent tutorial systems, chatbots), blended learning scenarios in teacher training and further education as well as in the development and analysis of playful approaches to foreign language learning. Torben Schmidt has been one of the directors of the Center for Teacher Education (ZZL) since 2014 and is responsible for the management of the ZZL Network project, which is funded by the BMBF (German Ministry of Education & Research) as part of the Quality Initiative for Excellence in Teacher Education.

Dr. Bianca Roters has been a consultant for foreign languages at QUA-LiS NRW since 2015. In this context, she is active in the field of educational improvement. In her empirical, interdisciplinary dissertation, she investigated the comparative reflective competence of foreign language students at a German and US-American university. From April 2013 to January 2015, she was managing director of the interdisciplinary Teacher Research Center (IZeF) at the University of Cologne. Among other things, she coordinated the DFG project "Professional Competence of Prospective English Teachers (PKE)" and collaborated in the educational research project, "Learning with Instructional Videos in Teacher Education (ViLLA)". Her research interests reflect her interdisciplinary approaches: foreign language teacher professional research, reflective learning opportunities in teacher education (research-based and problem-based learning, videography), inclusive foreign language didactics. Together with Dr. David Gerlach & Susanne Eßer, she is a founding member of the network Inclusive English Teaching (Link).


Roters, B., Blume, C., Schmidt, T., & Gerlach, D. (2019, September). Frühe Lehrpersonenprofessionalisierung für inklusive Fremdsprachensettings: empirische Ergebnisse zu Haltungen, Überzeugungen und Reflexivität. Deutsche Gesellschaft für Fremdsprachenforschung. Sprachen, Kulturen, Identitäten: Umbrüche durch Digitalisierung? 28. Kongress für Fremdsprachendidaktik, Würzburg.

Blume, C., Gerlach, D., Roters, B., & Schmidt, T. (2019, April). Die Operationalisierung der fachdidaktischen inklusiven Reflexionskompetenz von angehenden Englischlehrkräften. Reflexivität in allen Phasen der Lehrerbildung - theoretische und empirische Zugänge: eine Tagung der Gießener Offensive Lehrerbildung (GOL). Gießen, Germany.

Blume, C.,Bollmann, E., Dorok, S., Gerlach, D., Roters, B., & Schmidt, T. (2018, November). Qualifying Teachers for Inclusive English Settings (QualiTIES)“ – Konzepte, Methoden und erste Ergebnisse. Vortrag im Rahmen der Herbsttagung der Kommission Bildungsorganisation, Bildungsplanung und Bildungsrecht an der QUA-LiS NRW.

Blume, C., Roters, B., & Schmidt, T. (2018, October).The ABCs of Inclusive English Teacher Professionalization: Attitudes, Beliefs and Competence in Reflection. Poster presentation. ACTA Australian Council for TESOL Associations. Annual Conference: English Language Learning in a Mobile World, Adelaide, Australia. 

Blume, C., Roters, B., & Schmidt, T. (2018, September). The ABCs of inclusive language instruction: Attitudes, beliefs and (reflective) competence among pre-service EFL teachers. Jahrestagung der Arbeitsgruppe der empirischen Pädagogikforschung (AEPF). Lüneburg, Germany.

Blume, C., Roters, B., & Schmidt, T. (2018, September). The ABCs of inclusive language instruction: Attitudes, beliefs and (reflective) competence among pre-service EFL teachers. Inklusiver Englischunterricht – Gemeinsam Lehren und Lernen. Lüneburg, Germany.

Blume, C., Roters, B., & Schmidt, T. (2018, June). The ABCs of inclusive language instruction: Attitudes, beliefs and competences among pre-service EFL teachers. The FIPLV Nordic-Baltic Region (NBR), Language Teachers’ Association of Lithuania (LKPA), & Institute of Foreign Languages of Faculty of Philology. Teaching and Learning Languages in the 21st Century: Linguistic, Educational and Cultural Aspects, Vilnius, Lithuania. 

Blume, C., Roters, B., & Schmidt, T. (2018, February). Die Einstellungen, Überzeugungen und Reflexionskompetenz von angehenden Englischlehrkräften: Eine Lerngelegenheit zum inklusiven Englischunterricht. Posterpräsentation im Rahmen der Tagung „CHANcen GEstalten - Inklusionsorientierung in der Lehrerbildung als Impuls für Entwicklungsprozesse in Hochschulen“. Dortmunder Profil für inklusionsorientierte Lehrer/-innenbildung, Dortmund, Germany.


Blume, Carolyn, Gerlach, David, Roters, Bianca & Schmidt, Torben (2019): The ABCs of Inclusive English Teacher Education: A Quantitative and Qualitative Study Examining the Attitudes, Beliefs and (Reflective) Competence of Pre-Service Foreign Language Teachers. TESL-EJ.Online available.

Under review:

„Didaktische und methodische Ansätze zur Entwicklung der fachdidaktischen Inklusionskompetenz von angehenden Fremdsprachenlehrkräften“. In: HLZ Herausforderung Lehrer_innenbildung Zeitschrift zur Konzeption, Gestaltung und Diskussion. Universität Bielefeld.

In preparation:

Benitt, N., Blume, C., Eßer, S., Gerlach, D., Roters, B., Schmidt, T., & Springob, J. (Hrsg.) i.V. Perspektiven inklusiven Englischunterrichts: Gemeinsam lehren und lernen: Dokumentation zur Tagung vom 20. und 21. September 2018 an der Leuphana Universität Lüneburg. www.inklusiver-englischunterricht.de: Netzwerk Inklusiver Englischunterricht.


Prof. Dr. Torben Schmidt
Universitätsallee 1, C5.135
21335 Lüneburg
Fon +49.4131.677-2616