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...
| Κύριος συγγραφέας: | |
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| Τύπος μέσου: | Ηλεκτρονική πηγή Άρθρο |
| Γλώσσα: | Γερμανικά |
| Έλεγχος διαθεσιμότητας: | HBZ Gateway |
| Journals Online & Print: | Φόρτωση...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Έκδοση: |
de Gruyter
[2016]
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| Στο/Στη: |
Zeitschrift für Pädagogik und Theologie
Έτος: 2016, Τόμος: 68, Τεύχος: 2, Σελίδες: 191-207 |
| Τυποποιημένες (ακολουθίες) λέξεων-κλειδιών: | B
Großbritannien
/ Δάσκαλος (μοτίβο)
/ Θρησκευτική εκπαίδευση
/ Επαγγελματικότητα
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| Σημειογραφίες IxTheo: | KBF Βρετανικές Νήσοι RF Χριστιανική θρησκευτική εκπαίδευση, Κατηχητική |
| Άλλες λέξεις-κλειδιά: | B
Liminalität
B Liminality B professional-personal conflict B Government B religiöse Literacy B deprofessionalisation B Αποεπαγγελματοποίηση B performative Kulturen B Religious Literacy B performative cultures B persönliche Konflikte / professionelle B Κλίση <μοτίβο> / Επάγγελμα B Κυβέρνηση B Vocation |
| Διαθέσιμο Online: |
Πιθανολογούμενα δωρεάν πρόσβαση Volltext (Verlag) Volltext (doi) |
| Σύνοψη: | 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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| ISSN: | 2366-7796 |
| Περιλαμβάνει: | Enthalten in: Zeitschrift für Pädagogik und Theologie
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| Persistent identifiers: | DOI: 10.1515/zpt-2016-0020 |