Beyond Belief? Pre-Service Teachers' Perspectives on Teaching RE in Ireland

Autor/inn/en	Kieran, Patricia; Mullally, Aiveen
Titel	Beyond Belief? Pre-Service Teachers' Perspectives on Teaching RE in Ireland
Quelle	In: Journal of Religious Education, 69 (2021) 3, S.423-437 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-018X
DOI	10.1007/s40839-021-00153-7
Schlagwörter	Religious Education; Catholics; Religious Colleges; Foreign Countries; Preservice Teacher Education; Preservice Teachers; Student Attitudes; World Views; Teacher Role; Course Content; Correlation; Elementary School Teachers; Barriers; Catholic Educators; Ireland + Suchen Sie Ihr Suchwort? Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Katholik; Ausland; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; World view; Weltanschauung; Lehrerrolle; Kursprogramm; Korrelation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Katholische Erziehergemeinschaft; Irland
Abstract	This article overviews the contemporary context for teaching Religious Education (RE) in Ireland and profiles changing religious demographics in an increasingly secular context. It presents the findings of a two-year mixed-methods study undertaken in two third-level Catholic colleges in Ireland, investigating four hundred third-level Initial Teacher Education (ITE) students' perceptions of the religiously unaffiliated. The research data reveals the complexity and ambivalence of ITE students' attitudes to teaching RE in primary schools in a rapidly changing Irish society where one in ten is religiously unaffiliated (Central Statistics Office, 2017). Several challenges emerge for ITE students as they begin teaching RE in Ireland's denominational primary school context. The religious and convictional perspectives of the sample group are profiled and findings reveal that participants' personal worldviews impact on their understandings of their future professional roles as religious educators. Data from this mixed methods research suggest that while ITE students view the teaching of RE as an important professional duty, a disconnect between their own personal beliefs and the curricular content they are required to teach in sacramental RE programmes in Catholic primary schools creates a climate of ambivalence and uncertainty. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01