"Being Professional": RE Teachers' Understandings of Professionalism 1997-2014

Autor/in	Everington, Judith
Titel	"Being Professional": RE Teachers' Understandings of Professionalism 1997-2014
Quelle	In: British Journal of Religious Education, 38 (2016) 2, S.177-188 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-6200
Schlagwörter	Religious Education; Qualitative Research; Faculty Development; Professional Identity; Knowledge Base for Teaching; Educational Policy; Correlation; Specialists; Teacher Attitudes; Professional Autonomy; Foreign Countries; Semi Structured Interviews; Autobiographies; Observation; Lesson Plans + Suchen Sie Ihr Suchwort? Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Qualitative Forschung; Teaching theory; Theory of teaching; Unterrichtstheorie; Politics of education; Bildungspolitik; Korrelation; Lehrerverhalten; Berufsfreiheit; Ausland; Autobiography; Autobiografie; Autobiographie; Beobachtung; Lesson planning; Unterrichtsplanung
Abstract	The article draws on a series of qualitative studies undertaken between 1997 and 2014 in order to contribute to knowledge of, and debate about, Religious Education(RE) and professionalism from the perspective of teachers of RE. The findings of research undertaken with successive cohorts of English trainee and newly qualified teachers is used to explore their understandings and experiences of, and concerns about "being professional". An international perspective is provided by research on experienced teachers of RE in six European countries, conducted during the REDCo Project of 2006-2009. Contextualisation of research findings in relation to education policies and debates provides a picture of the issues that teachers and teacher educators were responding between 1997 and 2014 and indicates how past and current understandings of RE and professionalism can come together in the practice and views of RE teachers. The article highlights the need for teachers to reflect on the relationship between their personal and professional lives and argues that trainee teachers require the kind of opportunities for reflection and specialist support that are provided in institutions of higher education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01