Religiöse Bildung und religiöse Literacy – eine professionelle Aspiration?
This paper draws on an AHRC/ESRC funded, three year multi-dimensional study of the political, cultural and pedagogical practices of religious education (Project AH/F009135/1). More specifically it draws on that material to help understand the challenges to a sense of professional identity amongst UK...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | German |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
de Gruyter
[2016]
|
| In: |
Zeitschrift für Pädagogik und Theologie
Year: 2016, Volume: 68, Issue: 2, Pages: 191-207 |
| Standardized Subjects / Keyword chains: | B
Great Britain
/ Teacher
/ Religious education
/ Professionality
|
| IxTheo Classification: | KBF British Isles RF Christian education; catechetics |
| Further subjects: | B
Deprofessionalization
B Liminality B professional-personal conflict B Government B performative cultures B religiöse Literacy B deprofessionalisation B Profession / Vocation B persönliche Konflikte / professionelle B performative Kulturen B Vocation B Religious Literacy |
| Online Access: |
Presumably Free Access Volltext (Verlag) Volltext (doi) |
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| 520 | |a This paper draws on an AHRC/ESRC funded, three year multi-dimensional study of the political, cultural and pedagogical practices of religious education (Project AH/F009135/1). More specifically it draws on that material to help understand the challenges to a sense of professional identity amongst UK religious education teachers. The empirical findings are here located in and shed light on prior discussions of the extent to which teachers in general are to be considered professional. These prior discussions have seen the idea of teacher professionalism come under sustained attack with the conflation of the conceits of professional, vocation and occupation, and the opening section of the paper tries to understand how this has come to pass. This concern with professional identity is subsequently pursued into the domain of religious education and the ways in which, amongst other concerns, the rise of a deracinated examination process and the neglect of religious literacy has contributed significantly to the diminution of the religious education teacher as a professional. | ||
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