Die Professionalisierung des Religionslehrerberufs als Aufgabe und Gegenstand religionspädagogischer Forschung. Historische und systematische Perspektiven
Die Professionalisierung des Religionslehrerberufs als Aufgabe und Gegenstand religionspädagogischer Forschung. Historische und systematische Perspektiven
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宗教研究的专业化和宗教研究的历史和系统化观点。
DOI：
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发表时间：
2016
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通讯作者：
Rob Freathy
中科院分区：
文献类型：
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作者：
Henrik Simojoki;F. Schweitzer;Stephen G. Parker;Rob Freathy
目前在德国和英国关于宗教教育的讨论都集中在教学质量和教师的专业性上，而忽视了教学质量和教师专业性的概念所依赖的专业化的历史和制度过程。本文试图通过区分个人专业化和集体专业化来提供明确的定义；探索教师专业化的一般和特殊情况；并为了有计划的历史和国际比较研究的目的而将RE教师专业化的概念付诸实施。提出了职业化的三个概念，包括以下相互关联的层次：(1)初始和持续的职业发展；(2)职业自我组织和职业政治；(3)专业知识。描述和讨论了与这些级别的RE教师职业化相关的历史和体制进程的广度、复杂性和重要性。本文认为，对这些问题进行更深入的历史和国际比较研究，将有助于我们超越当前的争论，更广泛、更深入地理解体育教师专业化的前提条件。
Current discussions on Religious Education (RE), both in Germany and England, focus on the quality of teaching and the professionality of teachers, but neglect the historical and institutional process of professionalisation upon which conceptions of teaching quality and teacher professionality hinge. This article seeks to provide definitional clarity by differentiating between individual and collective professionalisation; exploring teacher professionalisation in general and in the special case of RE; and operationalizing the concept of RE teacher professionalisation for the purposes of planned historical and international com- parative research. A threefold conceptualisation of professionalisation is propo- sed, consisting of the following inter-related levels: (1) initial and continuing professional development; (2) professional self-organisation and professional politics; and (3) professional knowledge. The breadth, complexity and signi- ficance of the historical and institutional processes associated with the pro- fessionalisation of RE teachers at each of these levels is described and discussed. It is argued that further historical and international comparative research on these lines would contribute a broader and deeper understanding of the presuppositions of RE teacher professionality beyond current debates.