Becoming a teacher of RE in a world of religious diversity

Bibliographic Data

ID20503140
AuthorsVivienne Baumfield (0000-0001-7193-8512, University of London, corresponding author)
Year2007
Volume28
Issue1
Pages77-81
Publication date2007-04-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Beliefs and Values (JOURNAL)
Journal identifiersISSN: 1361-7672 • E-ISSN: 1469-9362
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/13617670701251611
OpenAlexW2128583723
LanguageEN
References cited20

The study explores the professional learning of novice teachers of Religious Education (RE) in secondary schools in England. The focus is on the impact of an enquiry-based approach to Initial Teacher Education on the development of two cohorts (n = 35) of Post Graduate Certificate of Education Secondary RE students during a one-year course as they work towards achieving Qualified Teacher Status; a sub-sample are also tracked into their induction year as classroom practitioners. Their beliefs and values regarding the role of RE in the state school curriculum and the role of practice evidence, research evidence and theory in finding an approach to teaching RE are explored through an analysis of their documented enquiries and interviews. The study makes a contribution to the wider debate regarding the professional development of teachers and the role of the university in teacher education

Religious diversity · Sociology · Anthropology · Education and Islamic Studies · Jewish Identity and Society · Religious Education and Schools

Tools

Open DOISci-Hub