Increasingly, federal regions in Germany endeavour to include "acceptance of sexual diversity" in new education plans. Undoubtedly, competencies on the social construction of gender, identity, and otherness are needed from students in teacher training programmes to explore their hidden attitudes about values of gender and sexuality, as well as the (hetero)normativity of the subject matter (Heasley & Crane, 2012). There are many students, especially in the area of science education, which might not get acquainted with queer and postcolonial thinking. These future teachers are the target group of two projects at Technical University Darmstadt, teaching queer issues in teacher education: the project ‘Raising gender awareness at school’ and the visiting professorship ‘Gender Studies and Transdisciplinarity in Science Education’. Our aim is to develop new seminar conceptions for teacher trainees focusing on gender, queer, and postcolonial studies and to enable the students to adopt a responsible attitude towards the repetition of heteronormativity. Seminars are offered within the module ‘gender research’ focusing on ‘contemporary gender studies’, ‘gender and biology’, and ‘biographical self-reflection’. The evaluations show that the majority of the future teachers, enrolled in the module, enjoys and values the innovative transdisciplinary course programme as being helpful for their self-development as teachers.