Impact of Action Research in Norwegian Religious Education

Autor/inn/en	Husebø, Dag; Johannessen, Øystein Lund; Skeie, Geir
Titel	Impact of Action Research in Norwegian Religious Education
Quelle	In: British Journal of Religious Education, 45 (2023) 1, S.45-56 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-6200
DOI	10.1080/01416200.2022.2049207
Schlagwörter	Foreign Countries; Action Research; Religious Education; Communities of Practice; Reflective Teaching; Teacher Role; Program Effectiveness; Program Implementation; Norway + Suchen Sie Ihr Suchwort? Ausland; Projektforschung; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Community; Lehrerrolle; Norwegen
Abstract	For more than a decade, the authors have engaged in several collaborative action research projects in established communities of practice, generating new knowledge and promoting practice development in religious education (RE) in schools and higher education. Based on this, this article asks what characterised the collaborative processes, and how the projects impacted on new RE-knowledge and practices. For some participants, the dynamics of the community of practices changed the way they came to see their own RE-teaching practice and role as RE-teachers, the relationship between RE-research and their own practice and their personal theory of practice in religious education and beyond. The degree of such changes and how they can be described, is often difficult to trace over time. A critical question raised, is whether such projects could benefit from being more explicit and detailed about their aims from the start, in collaboration with the networks that initiated the projects. This would make it more realistic to document and discuss their outputs, outcomes, and impacts, and have implications for future action research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01