Conceptualising and researching the professionalisation of Religious Education teachers: historical and international perspectives

Current discussions on Religious Education (RE), both in Germany and England, focus on the quality of teaching and the professionality of teachers, but neglect the historical and institutional process of professionalisation upon which conceptions of teaching quality and teacher professionality hinge...

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Bibliographic Details
Published in:British journal of religious education 2016-05, Vol.38 (2), p.114-129
Main Authors: Freathy, Rob, Parker, Stephen G., Schweitzer, Friedrich, Simojoki, Henrik
Format: Article
Language:English
Subjects:
Cross Cultural Studies
Education history
Educational History
Educational Quality
England
Faculty Development
Foreign Countries
Germany
Institutional Characteristics
International comparisons
Knowledge Base for Teaching
Pedagogical Content Knowledge
Pedagogy
Politics
Professional development
Professional Identity
professionalisation
professionalism
professionality
Religious Education
Teacher Characteristics
Teacher Effectiveness
Teachers
Teaching
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Summary:Current discussions on Religious Education (RE), both in Germany and England, focus on the quality of teaching and the professionality of teachers, but neglect the historical and institutional process of professionalisation upon which conceptions of teaching quality and teacher professionality hinge. This article seeks to provide definitional clarity by differentiating between individual and collective professionalisation; exploring teacher professionalisation in general and in the special case of RE; and operationalising the concept of RE teacher professionalisation for the purposes of planned historical and international comparative research. A threefold conceptualisation of professionalisation is proposed, consisting of the following inter-related levels: (1) initial and continuing professional development; (2) professional self-organisation and professional politics; and (3) professional knowledge. The breadth, complexity and significance of the historical and institutional processes associated with the professionalisation of RE teachers at each of these levels is described and discussed. It is argued that further historical and international comparative research on these lines would contribute a broader and deeper understanding of the presuppositions of RE teacher professionality beyond current debates.
ISSN:0141-6200
1740-7931
DOI:10.1080/01416200.2016.1139887