Improving Religious Education Through Teacher Training

Experiences and Insights From European Countries

2023, 272 Seiten, broschiert, 39,90 €, ISBN 978-3-8309-4637-3

Mit Beiträgen von
Vivienne Baumfield, Melanie Binder, Gerdien Bertram-Troost, Rob Freathy, Michael Fricke, Claudia Gärtner, Arto Kallioniemi, Tuuli Lipiäinen, Stephen J. McKinney, Stephen G. Parker, Evangelos Pepes, Didier Pollefeyt, Martin Rothgangel, Mirjam Rutkowski, Thomas Schlag, Hanne Schnabel-Henke, Evelyn Schnaufer, Friedrich Schweitzer, Henrik Simojoki, Athanasios Stogiannidis, Martin Ubani, Fahimah Ulfat, Kaisa Viinikka, Karen Walshe, Alexandra Wörn

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This book brings together two topics which have both been of increasing interest in different countries. The first refers to the quality of Religious Education as a school subject (RE) in general, the second is about the education of teachers of RE and its possible contribution to better quality RE. There have been many public, and often controversial, debates concerning both of these topics. The chapters contained in this volume, however, are not meant to continue such debates (even if it is inevitable that they will contribute to these debates as well), but to make use of research, especially research on teacher education in the field of RE, in order to provide insights based not just on political or personal opinions, but on rigorous academic scholarship.

Pressestimmen

This book represents an important step in exploring how diverse experiences and empirical research findings across European countries may be used to strengthen RE in schools and inform future research that facilitates RE teacher professionalism. Through the book’s clearly defined structure and meticulous reporting of research, a sense of shared purpose emerges despite the variety of local contexts. As an Australian teacher educator heading for a European conference on Christian higher education in a few months’ time, I found the book fascinating and highly relevant.
Jill Ireland, in: International Journal of Christianity & Education 2025, Vol. 29 (2). P. 166–167.