E-Book, Englisch, 424 Seiten
E-Book, Englisch, 424 Seiten
ISBN: 978-3-8309-8719-2
Verlag: Waxmann Verlag GmbH
Format: PDF
Kopierschutz: PC/MAC/eReader/Tablet/DL/kein Kopierschutz
With contributions from eight European countries, the volume brings together approaches and research experiences that try to follow this lead by offering new and empirically based perspectives for the future improvement of teaching and learning in this school subject.
Whoever is interested in improving the practice of Religious Education then, will not be able to bypass the question of researching processes and outcomes - an insight which also refers to a small but growing number of studies in this field which can be identified in several countries.
Autoren/Hrsg.
Weitere Infos & Material
1;Book Cover / Buchtitel;1
1.1;Contents / Inhalt;5
2;Introduction (Friedrich Schweitzer, Reinhold Boschki);9
2.1;1. The focus on processes and outcomes in Religious Education;9
2.2;2. The wider background: religious education as a research discipline;11
2.3;3. Aims of the volume;13
2.4;4. The institutional research context for religious education at the University of Tübingen;14
2.5;5. How the volume developed;15
2.6;6. The breakdown of the book;16
2.7;7. Terminology;16
2.8;8. A note of thanks;17
2.9;References;17
3;Nested Identity and Religious Education Some Methodological Considerations (James C. Conroy);23
3.1;1. Introduction;23
3.2;2. The nature of the task;25
3.3;3. Methodological Overview;27
3.4;4. The Professionals – Delphi;31
3.5;5. Being in Schools – An Ethnographic Approach;34
3.6;6. The Iterative Process;39
3.7;7. Conclusions;40
3.8;References;41
4;How Can Religion and Lifeworld Come into Dialogue with Each Other? A Research Project by the Essen Religious Education Research Group (Rudolf Englert);43
4.1;1. The origins of the study;43
4.2;2. The aim of the project;44
4.3;3. Strategic decisions;45
4.4;4. Basic characteristics of the research design;46
4.5;5. The research instruments;47
4.5.1;a) The rating instrument;47
4.5.2;b) The instrument of the expertise of correlation;50
4.5.3;c) The instrument of the case analysis;52
4.6;6. Selected results of the study;53
4.6.1;a) A practice-based typology of patterns of orchestration in Religious Education;53
4.6.2;b) The observation of a tendency towards a descriptive rather than personally engaging type of Religious Education;54
4.6.3;c) The observation of weaknesses in the field of cognitive activation;54
4.7;References;55
5;Measuring Religious Competence: The Berlin Study (Henning Schluß, Joachim Willems, Christine Salmen);57
5.1;1. Background;57
5.2;2. The Study;58
5.2.1;The Model of Religious Competence;58
5.2.2;The Construction of Testable Tasks;60
5.3;3. The Survey;62
5.4;4. Further results;65
5.5;5. Implementation;69
5.6;References;70
6;Researching Selective Traditions in Religious Education in Swedish Middle School. Delayed Meetings with “the World”, its Religions, and Existential Dimensions (Christina Osbeck);73
6.1;1. Research context;74
6.1.1;Social Studies and Religious Education;74
6.1.2;Selections within the Religious Education field;76
6.2;2. Methodology of the empirical study;77
6.2.1;Selective traditions;77
6.2.2;Purpose, research questions and material;77
6.3;3. Selective traditions concerning content I: Religious Education and the other Social Studies subjects;78
6.3.1;Teachers’ perspectives concerning the balance of the Social Studies subjects;79
6.3.2;Selections in Social Studies subjects reflected in pupils’ perspectives on important content;79
6.4;4. Selective traditions concerning content II: Religious Education and selections within the subject;80
6.4.1;Teachers’ perspectives concerning the balance of content within Religious Education;81
6.4.2;Selections in Religious Education reflected in pupils’ perspectives on important content;82
6.5;5. Selective traditions concerning working methods: Religious Education and selections within the subject;83
6.5.1;Teachers’ perspectives concerning frequently used working methods in Religious Education;83
6.5.2;Selections in Religious Education reflected in pupils’ perspectives on important working methods;84
6.6;6. Concluding discussion;84
6.7;References;87
7;Researching Approaches to Religious Education. The Example of Performative Religious Education (Martina Kumlehn);89
7.1;1. The project in the context of empirical research;89
7.2;2. The project in the context of the debate on performative Religious Education;90
7.3;3. Research design and methodology;91
7.4;4. Illustrative insights into a case example;94
7.5;5. Conclusion;101
7.6;References;102
8;Religious Education and Dialogue in Contextual Perspective. A Comparative Case Study in Hamburg and Duisburg (Germany) (Thorsten Knauth, Dörthe Vieregge);105
8.1;1. Introduction;105
8.2;2. Methodology, methods, and terminology;107
8.3;3. Results;109
8.3.1;Similarities at the semantic level;109
8.3.2;Differences at the pragmatic level;110
8.3.3;Differences at the syntactic level and the impact of the contextual setting;111
8.4;4. Discussion: balancing tensions as a key task of dialogical practice;113
8.5;References;114
9;Video Analysis. Opening the Black Box of Teaching Religious Education (Ulrich Riegel);117
9.1;1. The Technique of Video Analysis;117
9.1.1;1.1 Terminology;118
9.1.2;1.2 Benefits and Obstacles;119
9.1.3;1.3 Practice;120
9.2;2. Video Analysis in Religious Education;122
9.2.1;2.1 Video analysis as case study;123
9.2.2;2.2 Video analysis by qualitative methods;124
9.2.3;2.3 Video analysis by quantifying methods;125
9.3;3. Conclusion;126
9.4;References;128
10;Controversial Issues in Religious Education: How Teachers Deal with Terrorism in their Teaching (Trine Anker, Marie von der Lippe);131
10.1;1. Introduction;131
10.2;2. RE and Controversial Issues;132
10.3;3. July 22 in school;134
10.4;4. Methods and materials;135
10.5;5. No joint strategy;136
10.6;6. Lack of time and expertise;137
10.7;7. Different teaching approaches;137
10.8;8. Discussion;140
10.9;References;142
11;Effectiveness of Innovative Ways of Inclusive RE in the Netherlands (Ina ter Avest);145
11.1;1. Introduction;145
11.1.1;The end of the Dutch ‘pillarised’ society;146
11.1.2;Mono-, multi-, inter-religious: what’s in a name?;146
11.2;2. Islam in mono-religious education;147
11.2.1;‘Diversity – the key to peace’;147
11.2.2;‘Every child matters’;149
11.2.3;‘A bird with two wings’;150
11.3;3. Islam in multi-religious education;151
11.4;4. Islam in inter-religious education;154
11.4.1;‘Child in context’;154
11.5;5. Effective Religious Education;156
11.6;6. Conclusion and recommendations;156
11.7;References;157
12;Empirical Research on Religion Teachers. A Triangulated Study in the Evangelical Church in the Rhineland (Martin Rothgangel in cooperation with Philipp Klutz and Christhard Lück);161
12.1;1. Design, method, and context of the study;161
12.2;2. Perspectives and experiences of Religious Education teachers regarding classroom processes;163
12.2.1;2.1 Pupil-oriented classroom processes;163
12.2.2;2.2 Emotional aspects and role conceptualisation when handling interdenominational and interreligious topics;165
12.3;3. Contextual factors of classroom processes;167
12.3.1;3.1 The reference field of Religious Education teachers;167
12.3.2;3.2 The contextual factors of (dis-)satisfaction;171
12.4;4. The pupils and the form of Religious Education;173
12.4.1;4.1 The pupils in Protestant Religious Education;174
12.4.2;4.2 Reasons for the abandonment of denominational separation in Religious Education;174
12.4.3;4.3 Attitudes to different forms of Religious Education;175
12.5;5. Outlook;175
12.6;References;176
13;How Teachers Deal with Religious Plurality in Denominational Religious Education. A Research Project in the Northernmost State of Germany (Uta Pohl-Patalong);179
13.1;1. The Reason for conducting the ReVikoR Study;179
13.2;2. The design of the ReVikoR Study;180
13.3;3. Religious plurality as a natural part of denominational Religious Education;182
13.4;4. Didactic strategies in dealing with religious plurality;183
13.4.1;(1) “There is a common ground” – An increased consideration of topics which apply to more than one religion;183
13.4.2;(2) “That you think about what values these religions pass on” – World religions as a topic;184
13.4.3;(3) “Then I could always rely on insider knowledge” – Interreligious and inter-denominational learning;184
13.4.4;(4) “To get the others on board” – Religious multi-perspectivity;185
13.4.5;(5) “So you just always have to start from scratch” – Religious Education and religious literacy;185
13.4.6;(6) “I really just make sure not to get too biblical and too Protestant or Christian” – Holding back on the Christian denominational profile;186
13.4.7;(7) “I have to teach them the same topics” – Lesson planning without considering religious diversity;187
13.5;5. How do teachers picture the future of Religious Education?;187
13.6;6. Conclusion;190
13.7;References;191
14;Researching Classroom Processes and Outcomes in Religious Education. The Need for Intervention Studies (Friedrich Schweitzer);195
14.1;1. Reasons for researching classroom processes and outcomes in Religious Education;195
14.2;2. Topics of research: The example of interreligious education and values education;199
14.3;3. The design of intervention studies and its usefulness for Religious Education;202
14.4;4. Conclusions;205
14.5;References;206
15;Interreligious Learning Through Perspective-Taking. An Intervention Study (Martin Losert, Magda Bräuer, Friedrich Schweitzer);209
15.1;1. Introduction;209
15.1.1;1.1 The need for empirical research on interreligious learning;210
15.1.2;1.2 Interreligious competence;211
15.1.3;1.3 Research goals and overview;214
15.2;2. Method;215
15.2.1;2.1 Recruitment, research design, and procedure;215
15.2.2;2.2 Teaching units;217
15.2.3;2.3 The questionnaire;218
15.3;3. Results;221
15.3.1;3.1 Sample;221
15.3.2;3.2 Factor analyses;222
15.3.3;3.3 Measurement scales and variables;229
15.3.4;3.4 Learning effects;230
15.4;4. Discussion;235
15.5;References;236
15.6;Appendix;239
16;Interreligious Competence for Kindergarten Teachers in Education (Friederike Strohm, Rebecca Nowack);245
16.1;1. Introduction;245
16.1.1;1.1 Aims of the study;245
16.1.2;1.2 How the study was conducted;246
16.2;2. How the study was conducted;248
16.2.1;2.1 Design, methods and sample;248
16.2.2;2.2 Teaching units;249
16.2.3;2.3 Measurements;250
16.3;3. Preliminary results;251
16.3.1;3.1 Qualitative analysis;252
16.3.2;3.2 Quantitative analysis;253
16.4;4. Discussion;255
16.5;References;255
17;Training Future Caregivers Through Religious Education. An Intervention Study (Martin Losert);257
17.1;1. Introduction;257
17.2;2. Method;257
17.2.1;2.1 Recruitment, research design, and procedure;257
17.2.2;2.2 Teaching units;258
17.2.3;2.3 Questionnaire;258
17.3;3. Results;260
17.3.1;3.1 Sample;260
17.3.2;3.2 Factor analysis;261
17.3.3;3.3 Learning effects;265
17.4;4. Discussion;268
17.5;References;269
17.6;Appendix;271
18;Values in Religious Education. An Intervention Study (Friederike Strohm, Georg Wagensommer);273
18.1;1. Design and methods;273
18.1.1;1.1 Procedure and sample;274
18.1.2;1.2 Teaching units;275
18.1.3;1.3 Measurements;277
18.2;2. Results;280
18.2.1;2.1 Interest;280
18.2.2;2.2 Value Orientations;281
18.2.3;2.3 Moral reasoning;281
18.3;3. Discussion;282
18.4;References;283
19;Researching Religious Education in Finland (Antti Räsänen);287
19.1;1. Introduction: From catechetics to religious education;287
19.2;2. Paradigms and paradigm change;291
19.3;3. The paradigms of Finnish Religious Education;292
19.4;4. Discussion;299
19.5;References;300
20;Empirical Research in Austria (Martin Rothgangel, Robert Schelander);303
20.1;1. Historical perspectives;303
20.2;2. Conditioning factors of Religious Education;305
20.2.1;2.1 Religious plurality and religious minorities;305
20.2.2;2.2 Curriculum and textbook analyses;306
20.2.3;2.3 Studies on the organisational form of religious and ethical education;306
20.3;3. Research on pupils;306
20.3.1;3.1 Pupils’ perceptions of Religious Education;307
20.3.2;3.2 Empirical studies of the religiosity, values and happiness of young people and children;307
20.4;4. Studies of Religious Education teachers;307
20.4.1;4.1 Prelude: Religious Education teachers in the big city;308
20.4.2;4.2 Main focus: professional satisfaction;308
20.4.3;4.3 Further studies;309
20.5;5. Education research in the narrower sense;309
20.6;6. General research in schools and religious educational research beyond schools;310
20.7;7. Summary considerations;311
20.8;References;312
21;Researching Religious Education in Switzerland. Empirical Research in the Context of Current “Didactic Paradigm”-Debates (Thomas Schlag);317
21.1;1. Reasons for the lack of empirical research on Religious Education in Switzerland;317
21.1.1;1) Cooperation of state and church: No need for plausibility checks of RE;317
21.1.2;2) Lack of profile of academic religious education;318
21.1.3;3) RE – not a “regular” subject and not sufficiently interesting;319
21.1.4;4) The Churches’ lack of interest and their political silence;319
21.2;2. The current situation of Religious Education in Switzerland – the shift to new forms of Religious Education in schools;320
21.2.1;1) The pluralism-argument;320
21.2.2;2) The secularisation-argument;321
21.2.3;3) The dissatisfaction-argument;321
21.3;3. Starting points of empirical research;322
21.3.1;1) RE-teachers in the Cantone Berne (2004);322
21.3.2;2) Evaluation of Islamic Religious Education (2004);323
21.3.3;3) Arguing for an obligatory RE in the context of “teaching about” (2004ff.);323
21.3.4;4) Teacher motivations in confessional RE (2009);324
21.3.5;5) Subject-oriented and competence-based religious didactics (2010);325
21.3.6;6) The societal relevance of RE and the responsibility for it (2010);325
21.3.7;7) Assessing RE teacher trainers (2016);326
21.4;4. Conclusions and future empirical perspectives – How to interpret classroom processes in a “teaching about”-context;326
21.4.1;1) Teacher’s training;327
21.4.2;2) REMEMBER – An international comparative study on the Teaching of the Holocaust in RE;327
21.4.3;3) Teaching Islam in RE – An international comparative study;327
21.5;References;328
22;The Micro- and Macro-Politics of the Classroom and of Classroom Research. The Case of Denmark (Mette Buchardt);331
22.1;1. The scientification of public educational debate;331
22.2;2. The politics of classroom research;332
22.3;3. A concept for the classroom within curriculum as an extensive social practice;335
22.4;4. Classroom research in religion and school as social practice – and politico-scientific challenges of future research;337
22.5;References;340
23;Current State of Research on Islamic Religious Education in Germany (Fahimah Ulfat);343
23.1;1. The term “Islamic religious education (Islamische Religionspädagogik)”;343
23.2;2. The Development of Islamic religious education as a scientific discipline in Germany;346
23.3;3. Current situation of the subject “Islamic Religious Education”;348
23.3.1;a. Systematic-theoretical religious education research;348
23.3.2;b. Historical research on religious education;352
23.3.3;c. Empirical research on religious education;355
23.3.4;d. Evaluative Research;357
23.3.5;e. International comparative research;363
23.4;4. Conclusion;364
23.5;References;366
24;Conclusions (Reinhold Boschki, Friedrich Schweitzer);373
24.1;1. Introduction;373
24.2;2. Researching processes and outcomes in Religious Education;374
24.3;3. General observations;377
24.4;4. Perspectives for the future;379
24.5;References;380
25;Appendix;383
25.1;The Tübingen Institutes of Vocation-Oriented Religious Education. An Overview of Empirical Studies (Reinhold Boschki, Matthias Gronover, Christoph Knoblauch, Hanne Schnabel-Henke, Friedrich Schweitzer);385
25.1.1;1. Introduction;385
25.1.2;2. Examples: Additional research projects carried out at the Tübingen Institutes;386
25.1.2.1;RE teachers’ spirituality: a qualitative teacher study;386
25.1.2.2;Development of Religious and Interreligious Competence in Early Childhood Education: A Qualitative Explorative Study;388
25.1.2.3;New organisational models for RE in vocational schools;390
25.1.2.4;The denominational character of RE: A Delphi-Study;391
25.1.3;References;392
25.2;Questionnaire: Interreligious Competence (Future bank employees);395
25.3;Questionnaire: Interreligious Competence (Future Caregivers);409
25.4;Authors;421
