Professionalization of the profession of the Religious Education teacher in the Federal Republic of Germany between 1949 and 1989

该项目旨在描述德意志联邦共和国1949年至1989年期间体育教师职业专业化的历史进程，作为了解宗教教育专业的前提。因此，普通教育中的职业化研究是在宗教教育领域进行的，而宗教教育领域的职业化问题几乎没有被研究过，特别是在这里选择的研究时期。该项目以国际合作(德国-英国)制定的理论框架为指导，以便能够将结果用于今后的比较。引导性问题是：如何将体育教师专业化的过程概念化，如何对其进行历史研究？宗教教育史上有哪些职业化的特征和模式？是什么因素影响了德国教师和教学的专业化？为了回答这些问题，并根据普通教育和社会科学的职业化理论，该项目将调查三个被理解为职业化概念的可操作性的领域：1.对不同学校的RE教师进行初始和继续培训；2.自我组织和职业政治(包括教会的法律框架和条例)；3.专业知识体系。前两个方面将在选定的地点和体育教师协会的档案工作中进行研究，第三个方面是通过对教科书和学术期刊的分析来研究。虽然该项目用于准备国际比较，但它并不是以更严格意义上的国际比较的方式进行的。国际基础可以从与来自英国的同事一起开发的设计中看出，这些同事向AHRC(艺术与人文研究理事会)提出了一个平行项目的投标，该项目参考了英格兰，以及在项目期间与来自英国的同事的合作。根据可能的赞助机构的建议，这里为德国描述的项目的设计即使是它自己，也可以以有意义的方式进行。

The project aims for a description of the historical process of the professionalization of the profession of RE teachers in the Federal Republic of Germany between 1949 and 1989, as a presupposition for understanding professionality in religious education. In this manner, the research on professionalization in general education is taken up for the area of religious education where questions of professionalization have barely been researched, especially not for the period chosen for research here. The project is guided by a theoretical framework developed in international collaboration (Germany - England) in order to be able to use the results for future comparisons. Guiding questions are: How can the process of professionalization of the profession of RE teachers be conceptualized and how can it be researched historically? What characteristics and patterns of professionalization can be found in the history of religious education? What factors influenced the professionalization of the teachers and of teaching in Germany? In order to answer these questions and based on theories of professionalization from general education and the social sciences, the project will investigate three areas which are understood as operationalizations of the concept of professionalization: 1. initial and continuing training of RE teachers for different tracks of schooling; 2. self-organization and professional politics (including legal frameworks and regulations of the Churches); 3. the professional body of knowledge. The first two aspects will be researched in archival work for selected locations and associations of RE teachers, the third by analyzing textbooks and academic journals. Although the project serves the preparation of international comparisons, it does not proceed in an international-comparative manner in a stricter sense. The international basis can be seen in the design developed together with colleagues from England, a parallel bid from these colleagues offered to the AHRC (Arts and Humanities Research Council) for a parallel project referring to England as well as in the cooperation with the colleagues from England during the project. Following the advice of the possible sponsoring institutions, the project described here for Germany has been designed such that even by itself, it can be carried out in a meaningful manner.