- Author
- Bakker, Cok, and Hans-Günter Heimbrock, eds.
- Publisher
- Waxmann Publishing, New York, NY
- ISBN
- 9783830917861
- Table of Contents
-
Introduction (Cok Bakker and Hans-Günter Heimbrock)
Part I: Research on Teacher Practice in the Classroom
ch. 1 Teachers-and Knowledge and Identity Technologies Around "Religion" Discursive and Other Social Practices in the Religious Education Classroom (Mette Buchardt)
ch. 2 Situated Practice Among Religious Education Teachers A Discussion of School Rituals, Cultural Contexts and Professional Ethics (Elisabet Haakedal)
ch. 3 The "Dialogical" Teacher: Should Teachers Express their Commitments in the Classroom? (Nigel Fancourt)
Part II Religious Education Teachers as Co-Researchers
ch. 4 Working with Religious Education Teachers as Co-Researchers (Erna Zonne)
ch. 5 Teachers as Researchers as a Necessary Part of a Competence-Oriented Model of Teacher Training in a Pluralistic and Multi-Religious Society (Astrid Dinter)
ch. 6 Participative Research in Religious Education An Argument for a Dialectical Understanding of Theory and Practice (Geir Afdal)
Part III Developments of Teacher Professionality in Religious Education
ch. 7 Freedom and Direction in Religious Education (Judith Everinghton)
ch. 8 Teaching About Religions in a Laïc Educational System (Mireile Estivalezes)
ch. 9 Religious Education in Public School "Lorraine and Alsace" (Claude Demissy)
ch. 10 Dimensions of School Identity Formation Research about and with Principals of Dutch Elementary Schools (Cok Bakker, Siebren miedema and Jacomijn Van Der Kooij)
ch. 11 Self-Taught Professionality Muslim Teachers Engaged in Teaching Islamic Issues Between Curriculum and Life World in German Public Schools (Hans-Günter Heimbrock)
Part IV Meaningful Differences
ch. 12 Contrasting Colours in Religious Education The Teacher Researcher Researching Human Solidarity (Ina ter Avest)
ch. 13 Values and Purposes: Teacher Perspectives on the "Building E-Bridges" Project for Inter Faith Dialogue Between Children Across the UK (Julia Ipgrave and Ursula McKenna)
ch. 14 Interreligious Styles of Communication in German Religious Education Teachers' Perspectives-a critical Counterpart to Theories in Religious Education? (Carsten Gennerich)
The quality of religious education in schools is highly influenced by the quality of teacher practice. Especially in times of cultural change and pluralisation we need better knowledge about the actual practice in schools. The contributions of this volume present the results of a research project on religious education teachers in Europe set up by the ENRECA group during the last years.
But who is teacher and who is researcher? On the one hand, there are academics researching religious education in schools. On the other hand, there are teachers in religious education who reflect on their own teaching continuously. What kind of relationships do they have, yielding which kind of cooperation?
This project takes teachers in RE as objects and at the same time perceives practicing teachers as 'reflective practitioners'.
The contributions intend:
* to provide information about the multicultural and multi-religious background of RE teachers in different European countries,
* to develop new research methodologies fitting to the particular objective of teacher practice in various RE settings,
* to improve teacher education by way of fostering partnership between researcher and teacher,
* to contribute to refreshed European educational policies, matching religious and cultural diversity
(From the Publisher)
But who is teacher and who is researcher? On the one hand, there are academics researching religious education in schools. On the other hand, there are teachers in religious education who reflect on their own teaching continuously. What kind of relationships do they have, yielding which kind of cooperation?
This project takes teachers in RE as objects and at the same time perceives practicing teachers as 'reflective practitioners'.
The contributions intend:
* to provide information about the multicultural and multi-religious background of RE teachers in different European countries,
* to develop new research methodologies fitting to the particular objective of teacher practice in various RE settings,
* to improve teacher education by way of fostering partnership between researcher and teacher,
* to contribute to refreshed European educational policies, matching religious and cultural diversity
(From the Publisher)