NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1420832
Record Type: Journal
Publication Date: 2024-Mar
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1442-018X
EISSN: EISSN-2199-4625
Shared Space: Promoting Teachers' Academic Understanding of Inter-Religious Dialogue through a Teacher Fellowship Model for Religious Education (RE)
Janet Orchard; Victoria Bowen
Journal of Religious Education, v72 n1 p35-49 2024
We report on the design of a close-to-practice research project situated in Southwest England exploring the relationship between developing teachers' "powerful knowledge" of inter-religious dialogue in religious education (RE) through a teacher fellowship model for RE specialists, including a specialist curriculum development programme and co-constructed evaluation of an intervention seeking to promote "warmer" community relations. This current phase of the "Shared Space" project combines insight from two existing subject-specific knowledge exchange projects--undertaken by us--with a Teacher Fellowship approach to pedagogical and curriculum knowledge development pioneered by the Historical Association, and an emerging one, "After RE." The current Shared Space project addresses two established concerns in RE that are not normally connected: (1) the lack of rigorous subject knowledge held by RE teachers in England; (2) the assumption that good RE in schools can promote community relations, a widely accepted assumption hitherto without much evidence to support it. Here we set out a justification for the project and the form it will take, based on established Shared Space principles of how best to support in-service teachers' ongoing professional development through knowledge exchange with academics, mindful of equal power relations. While appreciating aspects of the notion of "powerful knowledge" on which "theory-rich" Teacher Fellowships have been based, we cite thinking from the emerging After RE project to suggest a modified theoretical framework for our investigation which will innovate methodologically when evaluating its impact in partnership with teacher participants.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A