The Professionalisation of Islamic Religious Education Teachers

Autor/in	Tuna, Mehmet H.
Titel	The Professionalisation of Islamic Religious Education Teachers
Quelle	In: British Journal of Religious Education, 44 (2022) 2, S.188-199 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tuna, Mehmet H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-6200
DOI	10.1080/01416200.2021.1999905
Schlagwörter	Religious Education; Professionalism; Teacher Education; Islam; Public Schools; Teacher Shortage; Teacher Recruitment; Teacher Qualifications; Faculty Development; Working Hours; Accreditation (Institutions); Teacher Attitudes; Teacher Characteristics; Foreign Countries; Professional Autonomy; Educational History; Austria + Suchen Sie Ihr Suchwort? Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Professionalität; Lehrerausbildung; Lehrerbildung; Public school; Öffentliche Schule; Lehrermangel; Lehrerrekrutierung; Lehrqualifikation; Hours of work; Arbeitszeit; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Lehrerverhalten; Ausland; Berufsfreiheit; History of education; Bildungsgeschichte; Österreich
Abstract	Although Islamic religious education (IRE) has been offered in Austrian public schools since 1982, public opinion and the general opinions of several stakeholders in the school system tend to be negative. One of the main reasons is the shortage of professionals, which led to recruiting personnel from different disciplines, who often lack the proper qualification for IRE. Public discourses do not consider the possibility of professionalisation after lateral entry into the career as an IRE teacher. Based on empirical research considering the biographical experiences and professional development of IRE teachers, the present paper examines how IRE teachers themselves perceive and asses their professionalisation and professionalism. The study's findings show that professionalisation and recognition as a professional depend on many factors, such as the degree of teachers' training and education at academic institutions, their work schedule, state accreditation, different types of employment contract, and more. The research results reveal, moreover, the different beliefs and views of IRE teachers regarding their profession and subject. This article focuses on the concept of performative competence staging as part of the professionalisation processes of IRE teachers in the Austrian context and beyond. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01