Schweitzer / Freathy / Simojoki Improving Religious Education Through Teacher Training

Experiences and Insights From European Countries
1. Auflage 2023
ISBN: 978-3-8309-9637-8
Verlag: Waxmann Verlag GmbH
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 272 Seiten

This book brings together two topics which have both been of increasing interest in different countries. The first refers to the quality of Religious Education as a school subject (RE) in general, the second is about the education of teachers of RE and its possible contribution to better quality RE. There have been many public, and often controversial, debates concerning both of these topics. The chapters contained in this volume, however, are not meant to continue such debates (even if it is inevitable that they will contribute to these debates as well), but to make use of research, especially research on teacher education in the field of RE, in order to provide insights based not just on political or personal opinions, but on rigorous academic scholarship.

Autoren/Hrsg.

Schweitzer, Friedrich

Freathy, Rob

Simojoki, Henrik

Inhaltsverzeichnis

1;Frontmatter;1
1.1;Cover;1
1.2;Imprint;4
1.3;Contents;5
2;Introduction (Rob Freathy, Friedrich Schweitzer, Stephen Parker, Henrik Simojoki);7
2.1;1. Teacher education and the quality of RE;7
2.2;2. Approaches to research on RE in international context;8
2.3;3. Aims and intentions of the book;10
2.4;4. Disciplinarity, definitions and differences in RE;12
2.5;5. The relationship between teacher education and teaching quality;14
2.6;6. Overview of the book;15
2.7;References;19
3;Insights from the history of the education of teachers of Religious Education in England. Subject specialists and specialisation (Rob Freathy, Stephen G. Parker);25
3.1;Abstract;25
3.2;1. Introduction;25
3.3;2. Subject specialist, semi-specialist or non-specialist?;28
3.4;3. Religious Education Council;32
3.5;4. The elusive concept of subject specialisation;34
3.6;5. Conclusion;38
3.7;References;40
4;Professionalisation of teachers of RE. Insights from the history of the education of teachers in Germany (Henrik Simojoki, Friedrich Schweitzer);43
4.1;Abstract;43
4.2;1. Introduction;43
4.3;2. Professionalisation and the quality of RE;45
4.4;3. The RETPro study on the professionalisation of the RE teacher;46
4.5;4. Researching professionalisation in RE teacher education: Key elements of the research design;47
4.6;5. Selected results and their relevance for the development of teacher education for RE;49
4.7;6. Conclusion: benefits and limits of using the concept of professionalisation as a lens for understanding and improving RE teacher education;52
4.8;References;54
5;The universitisation of teacher education and Religious Education (Stephen J. McKinney);57
5.1;Abstract;57
5.2;1. Introduction;57
5.3;2. The beginnings of formal teacher education and the denominational colleges 1800s–1905;58
5.3.1;2.1 David Stow and the Glasgow Normal Seminaries;59
5.3.2;2.2 Scrutiny of the colleges and the end of Presbyterian control;60
5.4;3. The period: 1905–1980s;61
5.5;4. The move to university based teacher education 1980s-2022;62
5.6;5. RE and teacher education;63
5.7;6. The 21st century and the future of teacher education;64
5.8;7. Research on RE and teacher education;65
5.9;8. Concluding remarks;67
5.10;References;67
6;Improving Religious Education via research and practices in which the voices of (future) RE teachers are included. Experiences from the Netherlands as illustrations (Gerdien Bertram-Troost);75
6.1;Abstract;75
6.2;1. Introduction;75
6.3;2. Religion and Dutch education;76
6.4;3. RE in the Netherlands: secondary education;78
6.5;4. Some relevant, more or less recent empirical studies;80
6.5.1;4.1 Study on practical knowledge base of experienced RE teachers;80
6.5.2;4.2 Dutch RE teachers and their views;81
6.6;5. Conclusions for the further development of teacher education;84
6.7;References;86
7;How to improve Religious Education through teacher training?Experiences and research from Austria regarding the challenge of religious pluralisation (Melanie Binder, Martin Rothgangel);89
7.1;Abstract;89
7.2;1. The context of religion teacher training in Austria;90
7.2.1;1.1 Religious developments and consequences for RE;90
7.2.2;1.2 Organisational aspects of the training of religion teachers;92
7.3;2. Relevant empirical studies on the training of religion teachers;94
7.3.1;2.1 Research in the context of KPH Vienna / Krems;94
7.3.2;2.2 Research in the context of the University of Innsbruck;97
7.3.3;2.3 Research in the context of the University of Graz;99
7.3.4;2.4 Research on inter-religious competence in the curricula of teacher training colleges;100
7.4;3. Summary and perspectives;102
7.5;References;103
8;Religious Education: Measuring impact and the impact of measuring. Recent developments in Catholic Religious Education in Flanders (Didier Pollefeyt);107
8.1;Abstract;107
8.2;1. Introduction;107
8.3;2. A hermeneutical-communicative concept of teacher training in religion;108
8.4;3. Bridging the gap: How young adolescents look back to their RE classes;112
8.5;4. Developments in the curriculum of RE;119
8.6;5. Summary;123
8.7;References;124
9;What does neutral mean? Reflections on an all too self-evident guiding concept of religion-related teaching and teacher training in the Swiss context (Thomas Schlag);127
9.1;Abstract;127
9.2;1. Contextual location;128
9.2.1;1.1 On the political and social understanding of neutrality;128
9.2.2;1.2 Neutrality as a hallmark of education;130
9.2.3;1.3 Neutrality as a hallmark of religion-related education;131
9.2.4;1.4 Neutrality as a hallmark of teacher education;133
9.3;2. Explorations of the concept of neutrality in educational theory;134
9.4;3. Plea for a deeper understanding of the concept of neutrality for the context of religion-related education in Switzerland and beyond;137
9.5;4. Summary and conclusion;141
9.6;References;141
10;Religious Education teacher training in support of the public sphere. Reflections on an integrated model (Athanasios Stogiannidis, Evangelos Pepes);145
10.1;Abstract;145
10.2;1. A starting point for researching Religious Education teacher training: Definitions;145
10.2.1;1.1 The constitutional background of RE in Greece;146
10.2.2;1.2 The legal framework of RE in Greece;147
10.2.3;1.3 Basic aims of RE in Greece;148
10.3;2. The legal framework of RE teacher training in Greece;150
10.4;3. Brief description of the Pedagogical and Teaching Adequacy (PTA) Programmes in the Theological Studies Curriculum;150
10.4.1;3.1 The School of Theology at the Aristotle University of Thessaloniki;151
10.4.2;3.2 The School of Social Theology and Christian Culture at the Aristotle University of Thessaloniki;151
10.5;4. Discussion;152
10.6;5. Conclusions;154
10.7;References;155
11;How to improve Religious Education through teacher training. Experiences and insights from Islamic RE in Germany and Austria (Fahimah Ulfat);159
11.1;Abstract;159
11.2;1. Teacher training development of Muslim RE teachers in Germany and Austria;159
11.3;2. Role of research in the development of teacher training;161
11.4;3. Religious beliefs and values of (prospective) Muslim RE teachers;163
11.5;4. How can research on teacher professionalism improve the quality of Islamic RE?;165
11.6;5. Self-relativizing reflexivity beyond confessional RE;167
11.7;References;170
12;Training teachers for Religious Education in German vocational schools. A special case? (Alexandra Wörn, Hanne Schnabel-Henke, Friedrich Schweitzer);173
12.1;Abstract;173
12.2;1. Introduction;173
12.3;2. What is the difference between BRU and RE?;174
12.4;3. Teacher education for teaching RE in vocational schools within the federal state of Baden Württemberg;175
12.4.1;3.1 The requirements for teachers in vocational schools;176
12.4.2;3.2 Three general phases of teacher education for teaching BRU: A brief overview;176
12.4.3;3.3 The two entry routes available for becoming a BRU teachers;177
12.5;4. Research on teacher education for BRU – a desideratum;179
12.6;5. Conclusion;181
12.7;References;181
13;Developing Religious Education teachers’ orientative knowledge. An analysis of provision for professional knowledge formation in England (Vivienne Baumfield, Karen Walshe);185
13.1;Abstract;185
13.2;1. Teaching as a professional endeavour;185
13.3;2. Constituent elements of professional knowledge in RE: Orientative knowledge;188
13.4;3. The epistemic beliefs of beginning teachers;189
13.5;4. Teachers’ engagement with research;192
13.6;5. Orientative knowledge and the professional formation of RE teachers in England;195
13.7;References;196
14;Empirical research on professional knowledge of RE teachers. The FALKO-R Project (Michael Fricke);201
14.1;Abstract;201
14.2;1. Theoretical framework;202
14.3;2. Conceptualisation and validation of the FALKO-R test;203
14.3.1;2.1 Basic reflections on tests;203
14.3.2;2.2 Conceptualisation of CK and PCK in FALKO-R;203
14.3.3;2.3 Constructing items;204
14.4;3. Findings of the FALKO-R test;206
14.4.1;3.1 Sampling and implementation;206
14.4.2;3.2 Psychometric quality criteria;207
14.4.3;3.3 Correlation between CK and PCK;208
14.4.4;3.4 Primary predictor of performance in the test;209
14.5;4. Reflecting the FALKO-R study and further research perspectives;210
14.6;References;212
15;Teacher education through collaborative research on teaching Didactical Design Research (Claudia Gärtner);215
15.1;Abstract;215
15.2;1. Introduction;215
15.3;2. Research and development of adaptive teacher competences through Didactical Design Research;217
15.3.1;2.1 Adaptive teacher competences in view of heterogeneity;217
15.3.2;2.2 Didactical Design Research as Research Approach;217
15.3.3;2.3 Developing and conducting of the research project;219
15.3.4;2.4 First findings with regard to teacher education;221
15.4;3. Summary;224
15.5;References;225
16;Quality and Quality Development in RE Research on RE, research on initial teacher education and research on advanced teacher education. The QUIRU Project (Friedrich Schweitzer, Mirjam Rutkowski, Evelyn Schnaufer);227
16.1;Abstract;227
16.2;1. The QUIRU project and its approach to improving RE;228
16.3;2. Developing a research tool: Effects of RE and process related aspects;230
16.4;3. Researching advanced education for teachers of RE;231
16.5;4. Evaluating initial teacher education for RE;237
16.6;5. Summary and perspectives for the future;238
16.7;References;239
17;Religious Education subject teacher education in the 2000s. Some Finnish perspectives (Kaisa Viinikka, Martin Ubani, Arto Kallioniemi, Tuuli Lipiäinen);241
17.1;Abstract;241
17.2;1. Introduction;241
17.3;2. Subject teacher education in RE in Finland;242
17.4;3. The project and 21st century teacher professionalism;244
17.5;4. Key results of the empirical research in the project;247
17.6;5. Recommendations for 21st century teacher education based on the project;249
17.7;6. Discussion;250
17.8;References;251
18;Understanding and developing RE teacher education. Conclusions and perspectives in a European horizon (Stephen Parker, Henrik Simojoki, Rob Freathy, Friedrich Schweitzer);257
18.1;1. Pathways of professionalisation: Contextuality and intercontextuality of RE teacher education in Europe;257
18.2;2. Patterns of professionalisation: Overarching dynamics and contested concepts;260
18.2.1;Collective professionalisation: Academisation and specialisation;261
18.2.2;Professionalism: Professional knowledge;262
18.2.3;Individual professionalisation;264
18.3;3. Developing RE Teacher education;265
18.3.1;Questions of identity and orientation;265
18.3.2;Questions of Structure, Law and Politics;265
18.3.3;Questions of improvement and de-professionalisation;266
18.4;4. Developing RE Teacher Education Through Research;267
18.5;5. Perspectives for the future;267
18.6;References;268
19;Backmatter;271
19.1;Authors;271