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Vera Busse is Professor of Education and Multilingualism at the University of Münster. She has a keen interest in language learning and literacy development and works on a range of educational issues pertaining to teaching and learning in linguistically and culturally diverse classrooms (see Research Areas). Vera and her team mostly conduct intervention studies with students, but they are also interested in finding ways to better prepare teachers for diversity. Among other projects, her team is investigating how teachers can develop adolescent students’ writing skills in a diversity-sensitive way.
Before coming to Münster, Vera held a full professorship for education and diversity at the University of Koblenz-Landau. In 2016, she completed her habilitation and was granted the Venia Legendi for educational sciences by the department of education at the University of Oldenburg. She worked at the University of Oldenburg for five years and was acting professor for didactics and school pedagogy for two years. She also holds a PhD in Educational Science from the University of Oxford, England, where she graduated with a thesis on language learning motivation in 2011. Before embarking on her doctoral project, she obtained a postgraduate diploma in learning and teaching in higher education and became a fellow of the English higher education academy in 2008. During her time at Oxford, she also worked for the German Academic Exchange Service as a DAAD-Lektor in the German department for four years, where she was awarded the Oxford University Teaching Award in 2008. She has ample teaching experience in EFL (English as a foreign language) and GFL (German as a foreign language) in several countries including Australia, England, Germany, Namibia and Spain. Finally, she is a qualified teacher for secondary schools in Germany (Staatsexamen I & II, Sek I & II, English and German). That is to say, she also has first-hand experience with teaching a variety of students in different cultural contexts.
Scherer, Sina Verena: Effectiveness of L1, L2 and FL writing instruction: A research synthesis and quantitative meta-analysis. 01/2024
Siekmann, Lea: Writing and feedback in English as a foreign language from a learning and a teaching perspective: A study exploring secondary students' writing competence and teachers' writing and feedback practices 12/2022
Müller, Nora: Fostering writing through formative feedback with special attention to multilingualism: Results from a study with teachers and learners in Year 9 12/2022
Peltzer, Katrin: Promoting argumentative writing in adolescent EFL learners: An intervention study on the effects of individualized and standardized formative feedback 12/2024