If you are interested in thesis supervision, please contact me well in advance of your projected writing period, as I have limited supervision capacity and may not be able to take on another thesis in a specific semester. Please also check the department's list of potential supervisors and their thematic areas.

As an instructor, I feel committed to academic teaching rooted in three guiding principles: inclusivity, collaborative action, and critical (self-)reflection.­

One of my main goals is to create a learning environment where students feel welcome and recognized as individuals. With my support, I encourage them to assume responsibility for their learning and articulate their individual needs. I understand learning here primarily to mean learning with and from one another. Therefore, I aspire to foster a sense of community between my learners and myself as an educator as well as among my learners. I put special emphasis on cultivating students' sense of belonging. To these ends, I implement student-centered teaching formats and methods embedded in a framework of fearless communication and mutual appreciation and respect. These formats and methods offer opportunities for continuous student feedback that allows me to adjust and improve my own teaching. Last, but not least, critical inquiry lies at the core of my teaching philosophy. My goal is to empower students as future teachers of English by supporting them in their efforts to cultivate a habit of critical (self-)reflection. On the level of self-reflection, I routinely invite students to review how personal beliefs, experiences, and expectations influence their professionalization. What is more, I encourage students to scrutinize the institutions and practices of (English) education and their embeddedness in complex networks of power in political, social, and cultural terms.  ­

My strategies in course design are geared towards making use of the benefits of a culture of digitality (Stalder 2019), for instance through blended learning or the  combination of synchronous and asynchronous setups, in order to accommodate for different student needs. My preferred course format is therefore web-enhanced, i.e. a format that integrates web-based technology to facilitate learning.­

True to the precept of lifelong learning and reflective practice, I strive for continuous refinement and improvement of my teaching practice based equally on student feedback, collaboration with colleagues, and self-reflection.