RT Article
T1 Religiöse Bildung und religiöse Literacy – eine professionelle Aspiration?
JF Zeitschrift für Pädagogik und Theologie
VO 68
IS 2
SP 191
OP 207
A1 Conroy, James C.
LA German
PB ˜deœ Gruyter
YR 2016
UL https://www.ixtheo.de/Record/1735474517
AB 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.
K1 Beruf/Berufung
K1 Deprofessionalisierung
K1 Liminalität
K1 Regierung
K1 deprofessionalisation
K1 Government
K1 Liminality
K1 performative Kulturen
K1 performative cultures
K1 professional-personal conflict
K1 professionelle/persönliche Konflikte
K1 religiöse Literacy
K1 Religious Literacy
K1 Vocation
DO 10.1515/zpt-2016-0020