QualiTIES is an inter-institutional developmental and research initiative that offers a blended learning opportunity aligned with empirical principles of teacher professionalization, with the goal of addressing attitudes and competence regarding English language teaching in heterogeneous and diverse settings. In a semester-long training, experienced practitioners across North Rhine-Westphalia work in school-based teams to acquire knowledge and competence regarding strategies, content, and methodologies appropriate for early secondary school classes.
Designed in cooperation with university experts, teacher educators, and classroom teachers in a two-year development process, QualiTIES includes interactive exercises, multi-perspective videos, and open-ended activities online, interwoven with synchronous, full-day opportunities to discuss and deepen the content.
QualiTIES was available as an OER (Open Educational Resource). Due to changes in our knowledge of inclusive English settings, the available tools, and recommended best pedagogical practice, the resource is no longer publicly available.
Research on QualiTIES is ongoing, and has examined the following constructs
- Attitudes towards inclusive English instruction
- Beliefs about language learning
- Reflective competence development
- Mindsets
- Professional vision
Research on QualiTIES has been published in both English and in German.
Blume, C., Gerlach, D., Roters, B., & Schmidt, T. (2021). Mindsets and reflection in teacher education for inclusive language classrooms. Zeitschrift für Fremdsprachenforschung, 32(1), 25–46.
Blume, C., & Schmidt, T. (2020). All kinds of special: Using multi-perspective classroom videography to prepare EFL teachers for learners with special educational needs. In F. Lenz, M. Frobenius, & R. Klattenberg (Eds.), Classroom Observation. Peter Lang.
Blume, C., & Schmidt, T. (2020). Pädagogischer Doppeldecker – Blended Learning als Methode für die Entwicklung von inklusiven Einstellungen und fachdidaktischem Wissen in der Lehrkräfteausbildung im Fach Englisch als Fremdsprache. In H. Niesen, D. Elsner, & B. Viebrock (Eds.), Hochschullehre digital gestalten in der (fremd-)sprachlichen LehrerInnenbildung: Inhalte, Methoden und Aufgaben. Narr.
Blume, C., Gerlach, D., Roters, B., & Schmidt, T. (2019). The ABCs of inclusive English teacher education: Attitudes, be/liefs, and (reflective) competence. TESL-EJ, 22(4). http://www.tesl-ej.org/wordpress/issues/volume22/ej88/ej88a6
Blume, C., Gerlach, D., Roters, B., & Schmidt, T. (2019). Didaktische und methodische Ansätze zur Entwicklung der fachdidaktischen Inklusionskompetenz von angehenden Fremdsprachenlehrkräften. Herausforderung Lehrer_innenbildung, 2(3), 296–322. https://doi.org/10.4119/hlz-2475