The Impact of Institutional Context on Research in Religious Education: Results from an International Comparative Study

Autor/inn/en	Riegel, Ulrich; Rothgangel, Martin
Titel	The Impact of Institutional Context on Research in Religious Education: Results from an International Comparative Study
Quelle	In: Journal of Religious Education, 71 (2023) 2, S.155-166 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Riegel, Ulrich)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-018X
DOI	10.1007/s40839-023-00202-3
Schlagwörter	Religious Education; Institutional Characteristics; Educational Environment; Cross Cultural Studies; Foreign Countries; Educational Research; Teaching Methods; Learning Processes; Europe; South Africa; South Korea; Israel; Turkey + Suchen Sie Ihr Suchwort? Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Cultural comparison; Kulturvergleich; Ausland; Bildungsforschung; Pädagogische Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Europa; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Korea; Republik; Türkei
Abstract	On the one hand, research on religious education is done according to a transnational scientific paradigm, on the other hand, it is performed within particular institutional contexts which vary from nation to nation.This raises the question of how institutional context affect research on religious education. The paper addresses this question on the basis of an international study. N = 49 colleagues across Europe as well as Israel, South Africa, South Korea, and Turkey filled in an online-questionnaire regarding their own research. Despite the international character of the sample, research on religious education seems to be practiced quite coherently in regard of the objects of inquiry, the applied methods, and the disciplines the colleagues refer to. The few significant differences indicate that theology and educational studies are slightly more important in contexts of denominational religious education as well as analysing both pupils and processes of teaching and learning. In the context of non-denominational RE, instead, religious studies is slightly more important. These results will be discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01