Katharina Spellerberg (M.Ed.)

Katharina Spellerberg
Research assistant to Prof. Dr. Ivo Steininger

Justus-Liebig-Universität Gießen
Institut für Anglistik, Didaktik des Englischen
(Dept. of Teaching English as a Foreign Language)
Otto-Behaghel-Str. 10B, Room 442a
D-35394 Gießen

Tel.: +49 (0) 641 – 99 303 38
Email: katharina.spellerberg
Office Hours: Please contact me via email.

Bio 

Katharina Spellerberg teaches TEFL at the English department of JLU. The study for her doctoral dissertation focuses on the professional development and knowledge of (future) English language teachers.

She studied English and Geography at the Bergische Universität Wuppertal (BUW) from 2014 to 2021. In 2021, she completed her master thesis on Education for Sustainable Development (ESD) and the Sustainable Development Goals (SDGs) in the English as a Foreign Language Classroom. In the same year, she started working as research assistant to Prof. Dr. David Gerlach at the BUW. The quasi-longitudinal empirical study for her doctoral dissertation revolves around English teachers’ professional knowledge. For this purpose, (future) English teachers, from bachelor students to expert teachers, were confronted with vignettes and asked to reflect on English language teaching. The teachers’ reflections are evaluated for their width and depth of professional knowledge in a qualitative analysis.

In 2017, she visited The Friary School in Lichfield, England, for a three-month school internship. From 2019 to 2020, she completed her practical semester at Konrad-Adenauer-Gymnasium in Langenfeld. In 2021, she worked as a substitute teacher for English and Social Science at Sekundarschule Leverkusen.

Research

Her academic interests include teacher professionalisation, development and reflective practices as well as topics revolving around sustainability and Teaching English as a Foreign Language.

• Teacher professionalisation
• English teacher’s professional knowledge
• Reflection in teacher training
• Reflection for evaluating teachers’ professional development processes
• Sustainable development
  
  

Award, Funding, Memberships

• Closely Connected Nachwuchspreis für Lehramtsstudierende im Master of Education Englisch 2021 der Freunde und Alumni der Bergischen Universität e.V. (FABU) for the master thesis „Teaching Sustainable Development Goal 11 in the EFL and Bilingual Classes – An Analysis of Conceptual Similarities and Differences between the School Language German and the Foreign Language English“
• Funding by the Zentrum für Graduiertenstudien (ZGS) at the BUW for the Second Language Teacher Education (SLTED) conference in Vienna, September 2022
• Member of Deutsche Gesellschaft für Fremdsprachenforschung (DGFF)
  
  

Courses

Publications

• (in print) Update Professionswissen zu Education for Sustainable Development (ESD) und den Sustainable Development Goals (SDGs) in Praxis Englisch 2024.

• (in print) „Es geht ja ums Sprechen im Englischunterricht“ – Ein Vergleich des professionellen Wissens von Novizin und Experte in Marcus Bär, Stefanie Frisch, David Gerlach, Ralf Gießler, Sara Hägi-Mead, Annette Kroschewski & Lars Schmelter (Hrsg.): Wissen, Können und Handeln von Fremdsprachenlehrpersonen – Professions- und Wissensforschung in den Fremdsprachendidaktiken.
  
  

Recent Presentations

• (September 2023) Professionelles Wissen von (angehenden) Englischlehrkräften – Eine quasi-longitudinale Studie
  30. Kongress für Fremdsprachendidaktik der Deutschen Gesellschaft für Fremdsprachenforschung. Grenzen - Grenzräume - Entgrenzungen, Pädagogische Hochschule Freiburg im Breisgau
• (März 2023) Professionalisierung von (angehenden) Englischlehrpersonen – Das professionelle Wissen von Noviz*innen und Expert*innen
  Programmworkshop der Qualitätsoffensive Lehrerbildung, Bergische Universität Wuppertal (Poster presentation)
• (September 2022) Professional knowledge of future English language teachers – a quasi-longitudinal study
  Second Language Teacher Edcuation: Challenges and New Horizons (SLTED 2022), Universität Wien 
• (September 2022) Professionelles Wissen von (angehenden) Englischlehrpersonen – eine quasi-longitudinale Studie
  Wissen, Können und Handeln für den fremdsprachlichen Unterricht: Tagung zu Fremdsprachendidaktischen Perspektiven auf (angehende) Lehrpersonen, Professions- und Wissensforschung, Bergische Universität Wuppertal