A Social Cognitive Framework for Examining the Work of Catholic Religious Education Teachers in Australian High Schools

Autor/inn/en	Elliott, Gregory; McCormick, John; Bhindi, Narottam
Titel	A Social Cognitive Framework for Examining the Work of Catholic Religious Education Teachers in Australian High Schools
Quelle	In: British Journal of Religious Education, 41 (2019) 2, S.134-144 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Elliott, Gregory)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-6200
DOI	10.1080/01416200.2018.1484692
Schlagwörter	Religious Education; Catholic Schools; Self Efficacy; Foreign Countries; Institutional Mission; High School Students; Social Cognition; Teacher Attitudes; Academic Ability; Beliefs; Student Attitudes; Spiritual Development; Psychology; Social Theories; Secondary School Teachers; Australia + Suchen Sie Ihr Suchwort? Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Katholische Schule; Self-efficacy; Selbstwirksamkeit; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Soziale Kognition; Lehrerverhalten; Belief; Glaube; Schülerverhalten; Psychologie; Gesellschaftstheorie; Australien
Abstract	Religious education in Australian Catholic High Schools is the raison d'etre for the Catholic education system and religious education teachers are critical to this mission. This paper offers a framework for investigating the self-efficacy of religious education teachers.We first describe the nature and context of religious education in Australian Catholic schools. We argue that the teaching of religious education presents a set of unique challenges to teachers, compared to teaching other disciplines in the curriculum. Next we review the extant literature on Social Cognitive Theory, and self-efficacy as it may apply in this context. Then we look at likely constructs that may impact upon teacher self-efficacy for teaching religious education: collective efficacy, teachers' implicit theories about student ability and student faith, and the intrinsic spirituality of religious education teachers.We present a theoretical framework for examining the self-efficacy of religious education teachers, and we argue for research in this area that has not been studied hitherto, making this a unique contribution to the field of the psychology of religion, and to practitioners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01